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University  of  California. 


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UNIVERSITY    OF    CALIFORNIA    PUBLICATIONS 
EDUCATION 

Vol.  3,  No.  2,  pp.  47-150  December  22,  1903 


STATE    AID    TO    SECONDARY    SCHOOLS 


BY 

DAVID    RHYS    JONES 


/::, 


BERKELEY 

THE  UNIVERSITY  PRESS 

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STATE    AID 

TO 

SECONDARY    SCHOOLS 


A    THESIS    IN    PARTIAL    FULPM  I.LMENT    OF    THE    REQUIREMENTS    FOR  THE   DEGREE 

OF    MASTER    OF    ARTS    IN    THE    UNIVERSITY    OF    CALIFORNIA 

PRESENTED    IN    190:i    BY 

DAVID    KHY8    JONES 


BERKELEY 

THE    UNIVERSITY    PRESS 
1903 


^4 


UNIVERSITY    OF    CALIFORNIA    PUBLICATIONS 
EDUCATION 

Vol.  3,  No.  2,  pp.  47-150  December  22,  1903 


STATE   AID   TO   SECONDARY  SCHOOLS 


BY 

DAVID   KHVS  JONES 


CONTENTS 

Chapter  I  pagk 

THE    COLONIAL    PERIOD * 47 

Virginia ^ -'O 

-Massachusetts  ■ 52 

Connecticut -. 59 

New  York 63 

Maryland 65 

South  Carolina 69 

Other  Colonies ''1 

Chapter  II 

THE    academy    period  ^1 

-^lassachusetts  ^^ 

Maine  '^ 

New  York ' ' 

Pennsylvania - 84 

Maryland 88 

Louisiana 91 

Tennessee ■ ^5 

Kentucky - 96 

-Michigan 99 

Wisconsin 102 

Chapter  III 

-THE    RECENT    PERIOD - 105 

Maine 106 

^Massachusetts  112 

New  York 117 

Maryland 120 

Wisconsin 122 

Minnesota l-^O 

Other  States 14!2 

Bibliography ^49 

Educ'n.— 1 


PREFATORY  NOTE 


An  attempt  is  iiukIc  in  this  paper  to  set  fortli  tlic 
attitnde  of  the  several  states  as  regards  tlie  eneonragenifiit 
of  S(M'on(lary  edneation  tlirongh  the  granting  of  special 
subsidies  to  the  middle  schools.  As  this  inquiry  covers 
the  period  from  the  esta})lishment  of  the  earliest  secondary 
schools  in  this  conntiy  down  to  thf  iti-cscnt  time,  it  is 
made  to  deal  more  jtarticularly  with  systems_oi.  state^aid 
rather  than  with  a  consideration  of  aid  granted  to  individ- 
ual institutions.  No  account  has  been  taken  of  the  aid 
granted  to  state  iioi-iiial  schools,  which  ai'c,  in  theory, 
professional  schools,  but  very  often  are,  in  reality,  schools 
devoting  a  large  pai't  of  their  time  to  secouilary  instruc- 
tion. I *)•(') lai-atory  departments  such  as  state  universities 
maintained  dnring  the  earlier  years  of  their  existence,  are 
likewise  omitted  fi-oni  this  <'onsi(lerati<»n. 

For  a  detinition  of  the  term  "secondary  education," 
the  readier  is  referred  to  two  discussions  which  appeared 
in  ]n-int  at  about  the  same  time.  The  tirst  of  these  is 
t'onnd  in  the  introductoiy  eha]>ter  of  "The  Making  of 
Our  Middle  Schools,"  l)y  Professor  Khn.-r  Kllsworth 
Brown  of  the  Univei-sity  of  Talifoi-nia;  the  other,  by 
President  Artlnii-  T.  liadley  of  Vale  Tniversity,  is  an 
aitiele  entitlecl  "Tile  Meaning  and  I'm-jtose  of  Secondary 
Edueatioii,"  piiblislied  in  the  ScIkioI  1,'t  r'n/r  for  1  )eceinl)ei-, 

liKlJKKI.KY,    ('ALn-oK'NIA.     .^hly,     l'.»(»:). 


STATE  AID  TO  SECONDARY  SCHOOLS 


CHAPTER  I 

THE  COLONIAL  PERIOD 

It  lias  been  said  that  the  early  schools  of  New  Eiio-land  are 
studied  best  in  Old  Eugland,  so  closely  related  were  they  to  the 
schools  of  the  mother  country.  Particularly  was  this  true  of  the 
early  secondary  schools.  The  Latin  grammar  schools  of  the 
colonial  period  were  patterned  after  those  of  a  corresponding- 
grade  in  England,  in  which  many  of  the  men  ])rominent  in  our 
early  colonial  history  had  been  educated. 

Before  the  close  of  the  sixteenth  century  the  influence  of  the 
new  learning  was  strongly  felt  in  England,  and  with  it  came  the 
desire  for  a  more  general  and  li])eral  education.  Private  endow- 
ment by  individuals  of  wealth  and  ])ul)lic  spirit  sought  to  make 
amends  for  the  loss  which  the  country  had  sustained  in  the  de- 
struction of  schools  in  the  time  of  Henry  VHI  and  Edward  VI. 
Not  infrequently,  in  response  to  a  petition  of  the  people,  lands 
which  had  been  confiscated  during  the  reformation  were  restored 
for  the  su])port  of  grammar  schools  in  various  parts  of  the 
country.  This  united  effort,  public  and  private,  was  going  on 
at  the  time  of  the  settlement  of  the  American  colonies.  The 
English  secondary  schools  were  supported  from  land  endowments, 
productive  funds,  and  tuition  fees;  and  their  courses  of  study 
were  designed  to  i)rei)are  for  the  advanced  woi-k  of  the  univer- 
sities. While  the  colonists  continued  to  be  Englishmen  upon 
American  soil  we  should  expect  to  find  English  customs  and 
institutions  dominant;  but  as  the  gradual  effect  of  a  new 
environment  and  the  enlarged  scope  of  unrestrained  action  l)egan 
to  nuike  of  them  a  distinct  people,  a  new  class  of  institutions 
might  be  looked  for. 


'){)  Universitii  nf  CdJifornia  Puhlinifious.  [ei>l«ation 

Like  flicir  Eufjlisli  protcttx  pes,  the  early  colonial  sccoiulary 
schools  were  known  as  tree'  j^ramniar  schools,  or  for  short,  as 
frc«'  scliools  or  <,''rainniar  schools.  In  some  i)laees  they  were 
known  as  Latin  schools  oi-  juiMic  schools,  and  t<»  add  t(t  the 
difliculty  of  detenniniuf?  in  all  cases  what  grade  of  school  is 
i-efei-red  to.  the  term  "sclicxd"  or  "town  school"  is  used,  leaving 
the  rciidcr  to  determine  the  character  of  the  school  in  (|uestion. 
The  name  Latin  grammai-  school  is  of  a  somewhat  later  date, 
and  has  i»rol)al)ly  come  into  use  to  distinguish  Itetween  the 
classical  gi-ammar  schools  of  the  colonial  ])ei'iod  and  that  ])art  of 
the  elementai"y  school  system  now  commonly  known  as  the 
grammar  school. 

The  scojjc  of  work  covered  in  the  colonial  secondary  schools 
\aiied  in  the  various  schools,  fiom  an  elementary  course  in  some 
to  a  rigid  classical  conrse  in  others."'  Their  work  extended  o\-er 
a  i)eriod  of  .several  years  according  t(»  the  i)i-evions  |)rei)aration  of 
the  students,  and  the  standai'ds  of  admission  to  the  highei- 
schools:  for  like  man\'  of  the  Hnglisli  schools,  the  <'oloiiial  sec- 
ondai-y  schools  were  generally  estahlished  with  reference  to  the 
actual  oi'  projxtsed  higher  institutions.  Heligicnis  and  civic 
interests  lieing  closely  related  in  nian\  of  the  colonies,  the 
sch(»ols  were  designed  to  lit  tlie  young  men  of  that  da\  foi-  the 
sei'\ice  of  (iod  ill  church  and  commonwealth. 

VIH(ilXlA 

The  fii-st  colonial   school  of  this  tvpe  of  whicli  tliere   is  anv 

h 
record    was    planned    for    \'ir*j;inia,'    in    iJvJl.       The    method   of 

support  for  this  i)roposed  school  illustrates  the  \arious  sources 

of  revenue  coninionl_\ drawn   upon   for   the   maintenance   of   tlie 

'  Fur  a  iliscus.sioii  of  tlit'  orifLfin  and  nieuniii^  of  llii-  term  •"frt'c"  scliool.  sim> 
Lka<II.  h'liiilish  xrhoolx  nt  the  rcforniiition,  y.]\.  110-114. 

-Tlif  standard  set  for  a<lniission  to  Harvard  ("oUcfjri'  in  KUI!  may  Ik-  taken  as 
rcpri'scntinj;  llic  niaxinnini  work  done  in  tlie  early  colonial  firanunar  scdiools: 
•'Wlien  any  sclndlar  is  aide  to  nnderstan<l  Tully,  or  studi  like  olnssicall  Latiiie 
antlior  extein])ore,  and  make  and  speake  true  Latine  in  verse  and  prose,  siio  iit  iiiiiiit 
Mnrlv;  and  detdiin'  |terfertly  the  paradi^im's  of  nounes  and  viTbes  in  tlie  (Jreek 
tongue:  Let  iiini  then  and  not  before  he  eapuhle  of  admission  into  tlie  ("olled;;e."' 
(yew  Httijliiiiil's  Fir.st  Fruits,  in  .yfussiirliiisctts  lii.ttnrieiil  colli  rtioiis.  tirst  series.  I, 
p.  '-'»:( I. 

'  N'kii.I..    \'i ni'niiii   eomi>ilH!l  of   A<<»i'/ii)i.  pp. '_'."il-2.")7.  'Jti'.l,  .'fd'.t.       \'i ri/i iii<i   hixturi- 

,;ll   ,;.ll.rt.„,is.    \\\.    pp.   .JIC.  et    seij. 


Vol-. :!.!  Jones.  —  State   Aid   to   Seconddrij   Schools.  51 

oai'ly  <;Tainiii;ir  sdiools.  In  Octohcr,  l(il21,  tlic  Court  of  tlic 
Virfjfiuia  Company  in  session  in  London  was  informed  that 
Mr.  Copeland,  "a  mynister  lately  returned  from  the  East  Indies, 
out  of  an  earnest  desire  to  giue  some  furtherance  to  the  plantaeon 
in  Vii-^i'inia.  had  been  pleased,  as  well  by  his  owue  good  example 
as  l)y  psnasion,  to  stii'  upj)  many  that  came  with  him  in  the  Ship 
called  the  Koyall  -Tames  to  contribute  towai'des  some  good  worke 
to  be  begunn  in  Virginia,  insomuch  that  lu'c  liadd  pcurcd  alli'cdy 
a  matter  of  some  7()li  to  l)e  imployed  that  waie."  A  week  later 
it  was  announced  that  "an  nnknowue  person  hath  likewise  giuen 
oOli,"  that  the  sum  might  be  increased  to  one  hnndred  pounds. 
The  same  day  it  was  "taken  into  (-onsideracon  whither  a  Chui-ch 
or  a  Schoole  w^as  most  necessarie,"  and,  after  due  deli])eration, 
they  "eonceaued  it  most  titt  to  resolue  for  the  erectinge  of  a 
publiqne  free  schoole,  wch,  lieing  for  the  educacon  of  Children 
and  grouudinge  of  them  in  the  principles  of  religion,"  was  thought 
to  be  the  more  likely  to  prove  satisfactory  to  the  planters,  who 
"through  want  whereof.  .  .  .  haue  bin  hitherto  constrained 
to  their  great  costs  to  send  their  Children  from  thence  hither  to 
be  taught."  The  Court  granted  one  thousand  acres  of  land  as  an 
endowment  for  the  school,  and  urged  the  governor  of  the  pro- 
vince to  stir  up  the  planters  "  to  put  their  helpinge  hands  towards 
the  speedy  building  of  the  said  schoole."  It  was  proposed  that  this 
tract  of  land  should  be  cultivated  for  the  support  of  the  master 
of  the  school,  and  that  such  as  sent  their  children  to  the  school 
should  "giue  some  benevolence  unto  the  schoolm'',  for  the  better 
encrease  of  his  mayntenance."  This  school,  so  zealously  planned. 
was  to  be  tributary  to  a  proposed  college  in  the  same  colony. 
Steps  were  taken  for  the  erection  of  a  building  and  for  procuring 
a  master  for  the  school;  l)ut  the  aln-ogation  of  the  Company's 
charter  and  the  terrible  Indian  massacre  of  1622  caused  the 
abandonment  of  this  project,  "not  great  in  itself,  but  of  great 
good  hope." 

Public  support  for  secondary  education  in  Virginia  begins 
with  the  founding  of  the  College  of  William  and  Mary  in  1693. 
For  many  years  after  its  founding,  this'  school  was  conducted  as 
a  secondary  school,  and  a  grannnar  school  was  continued  in 
connection  with  the  college  during  its  later  years.     In  the  charter 


52  Iln'rcrsifif  of  Cdllfoniid   P>(J)lir<itiovs.  [EoroATioN 

}^r;iiitr(l  to  tlie  college  the  following  i-evenues  were  ai)propriate(l 
to  the  use  of  the  school;''  The  revciuie  from  tlie  imposts  on 
tol)acco  exjxtrted  from  Miii-ylaiul  and  Vii-ginia,  amounting  to  a 
l)enny  a  pound:  oiir  thousand  nine  lumdred  and  eighty-five 
pounds,  fourteen  shillings,  and  ten  pence,  raised  out  of  the  quit- 
rents  of  the  colony;  and  twenty  thousand  acres  of  land.  The 
General  Assembly  also  placed  a  duty  on  furs  and  skins  exported,^ 
"worth  better  than  one  liiiiuli-ed  i)ouiuls  a  year,"  and  in  171S, 
made  a  special  appropriation  of  one  thousand  pounds  out  of  the 
l)ublic  treasui-y  for  the  support  of  the  college/  In  the  interval 
between  171S  and  1763  several  orders  and  grants  were  made  in 
aid  of  Uie  College  of  William  and  Mai-y,  in  all  of  which  the 
gi'ammar  school  jiroper  as  well  as  the  college  ])artici])ated.'' 

MASSACHUSETTS 

Mass<i(lnis(  ffs  llfiij  Cohun/. — The  lirst  seeondiiry  school  estab- 
lished witliiii  the  colonies  was  the  l5ostoii  jjatiii  School,  founded 
in  108").'  In  the  following  year,  "at  a  gi'iieial  nu'cting  of  the 
richer  inhal)itants  there  was  gi\cn  toward  the  maintenance  of  a 
free  school  master  for  the  youth"  moi-e  than  forty  ])ounds  raised 
by  subscription."  Six  yeai's  latei'.  pro\isioii  was  made  foi'  the 
l)ai-tial  support  of  the  seliool  out  of  i)ublie  lands.  Several  islands 
lying  in  the  hai'boi-  of  l>oston  had  l)een  granted  to  the  city  l)y 
the  (ieiiei'al  Court  of  Massachusetts,  and  one  of  these.  Deer 
Island,  was  set  ai)ai't  for  the  use  of  tlie  school.  The  following 
is  the  i-ecord  nuide  of  this  order: 

Tliis  KItli  of  the  11th  mojictli,   Kill. 

At  ;i  ^'tiici';ill  'ro\viisiiic('tiii;r,    iip<iii  wiii'iiiiij^   from    I'Oiisi'   to  liousc. 

It's  Ordered  that  Deare-Island  shall  he  Iniprooved  for  the  main- 
teiinnce  of  a  free  schoole  for  the  Towne,  iiiid  such  other  Occasions  as 
the  Townsmen  For  the  time  being  shall  thinke  meet,  the  sayd  schoole 
heinji;  sutliciently  Provided  for. ' 


-Cl.KWS,  Ktliiriiliniiiil  liijixliilioii  (I  ml  mini  i  nisi  nilioii ,  pp.  ;!IJ1-37S. 

•'Hknino's  Sliiliiix  III  liin/r.  ;{,  p|i,  IL':(,  r_'4. 

*Id.,  4,  p.  71. 

•''  FI KN I  N(  1 ,  pa  xs  i  III . 

'  Siroiiil  report  nf  tlif  ncaril  rum  in  ix  si  oners  of  Jiosfoii,  p.  "i. 

-■  III.,  p.  nil)  llolr. 

•^  Id.,  |..  (i.'i. 


Vol..  a  ]  Jones. — Sfdfc  Aid  to  Scrouddrif  ScJiools.  53 

111  164-4  the  same  island  was  let  for  a  peiiod  of  three  years,  at 
ail  annual  rental  "unto  the  Use  of  the  Sehoole  seaven  pounds  j)er 
yeare."*  'At  the  expiration  of  this  time  it  was  again  let  for  the 
benefit  of  the  school,  for  a  period  of  seven  years,  at  an  annual 
rate  of  fourteen  pounds  payable  in  provisions  and  clothing." 
Two  years  later,  1649,  an  additional  endovvinent  was  i)rovided  by 
the  following  order: 

It  was  further  ordered  that  the  select  men  of  the  towne  shall  take 
order  aboute  Long  Hand  and  Spectacle  Hand,  with  them  that  now  hold 
it,  to  instate  it  on  them  for  Inheritance,  upon  paying  a  yearly  rent  upon 
evrye  aecre  for  the  Sehols  use/' 

Before  the  close  of  the  same  year  the  annual  rate  for  Long 
Island  was  fixed  at  six  pence  an  acre/  Three  other  tracts  of  land 
were  added  to  the  endowment  of  the  school  in  1649.**  The  general 
school  law  of  1647  had  already  enunciated  the  principle  that  public 
funds  raised  by  general  tax  might  be  used  for  the  education,  both 
elementary  and  secondary,  of  the  children  of  the  colony.  But 
the  town  rate  was  used  only  to  supplement  other  sources  of 
income,  or  to  provide  for  the  instruction  of  the  children  of  the 
poor.  The  Court  having  granted  several  large  tracts  of  land  to 
other  towns  for  the  support  of  their  free  schools  in  1659,  made 
the  following  grant  to  Boston  in  1660: 

In  ans''  to  the  petition  of  the  toune  of  Boston,  the  Court  judgeth  it 
meete  to  graunt  y  sd  toune  of  Boston  one  thousand  acres  of  land,  for 
their  furtheranc  &  helpe  to  dischardg  y"  chardg  of  a  free  sehoole 
there.'' 

While  the  inhabitants  of  Boston  were  making  provision  for 
the  support  of  their  free  school,  similar  measures  were  being 
taken  by  the  neighboring  towns.  Charlestown  in  1636  provided 
for  a  school,  the  master  to  receive  forty  i)oiinds  annually  for  his 
services.  Lovell's  Island,  which  had  been  granted  to  the  town  bj' 
the  General  Court,  was  leased  for  the  benefit  of  the  school.  In 
1647  the  yearly  rental  of  this  island  amounted  to  five  pounds, 
and  fifteen  pounds  additional  was  raised  by  a  town  rate,  and  the 

•t/rf.,  p.  82. 
5/(7.,  p.  92. 
«/f7.,p.  94. 
'  /(?.,  p.  9.j. 
»/d.,  p.  97. 
^Records  of  Massiirhnscffs,  IV,  pt.  1,  p.  444. 


54  University  of  California   Pnliliro/iotis.  [emcatiox 

t(»\vii"s  pai't  of  tlic  iiivstic  Wfii-  was  (lcv()t<'(l  to  tin-  siipiKtrt  of  the 
school.'"  The  town  of  1  )ori'h<'stt'i'  in  KJ:!!)  votfd.  "tliat  there 
sliall  he  a  I'cnt  of  l2()  lb  a  year  for  eve""  inii)ose(l  vi)on  Thomsons 
Island  .  .  .  towards  thf  inayntcnance  of  a  schoole  in  Dorchester. 
This  rent  to  Itcc  payd  to  such  a  sdioolc-inaste'"  as  sliall  vndertake 
to  teach  enj^lish,  latine,  and  other  ton<?iics,  and  also  wi-iting." 
Thomson's  Island  was  lost  to  the  town  in  1(148,  and  ni)on  ])etition 
of  the  town  that  the  Court  <»:rant  them  another  island  towards  the 
niaiiitciiaucc  of  thcii-  fi-cc  school,  which  they  said  was  "like  to 
fade"  without  such  hel]),  the  Court  ivplied  that  when  the  town 
would  ])i-eseut  that  which  was  lit  to  he  "fiven,  it  should  be  con- 
ferifd  upon  them.  There  l>einj;  no  " titt  "  island  left  to  be  g;ranted, 
the  Court,  in  Ui.")}),  granted  one  thousand  acres  of  laud,  which 
was  sold  in  17."{4  for  foui-  hundred  pounds: 

In  aiiis"^  to  y  peticoii  of  tlie  inliaViitaiits  of  Dorclu-stfr,  the  Court 
.iudgeth  it  meete  to  graunt  the  toune  of  Dorchester  a  thousand  acres  of 
hind  in  le.jw  of  Thompson's  Island,  formerly  sett  a  pt  for  a  free  schoole 
in  Dorchester,  but  by  .judgment  of  y*  Court  fjiven  to  M'^.John  Tompson, 
&  y'"  sa.id  land  to  be  la.jd  out  where  they  cann  find  it.  &  inn>ronnin'j  it 
for  y*"  benneftit  of  sa.jd  schoole." 

On  the  same  day,  Xoveml)er  \'l.  1(>.")!),  the  Coui-t  <ii'auted  one 
thousand  acres  each  to  the  towns  of  Cambridge  and  Charlestowu 
for  the  encouragement  of  the  free  schools  already  established: 

1 11  ans''  to  the  peticon  of  Charles  Toune  &  Cambridge, the  Court,  hauing 
considered  the  grounds  of  this  jieticon,  &  of  how  great  concernment 
it  is  y'  all  due  encouragement  be  given  thereto,  judge  meete  to  graunt 
to  each  tniinc  a  tliousand  acres  of  land,  vpon  condicon  y'  they  foreuer 
approjiriate  it  to  that  vse,  &  w">in  three  yeers,  at  farthest,  lay  out  the 
same,  &  put  it  on  improovement ;  &  in  case  that  they  faile  of  ma.jne- 
ta.ining  a  grammar  schoole  during  the  sa.jd  t.jme  they  shall  so  doe,  the 
Tiext  gramar   schoole  of  w'  tounesoeuer  shall  haue  the  sole  bennefitt 

thcvcdf.'-' 

This  seems  to  have  l)een  a  da.v  of  good  things  for  some  of  tht^ 
masters  as  well   as   foi-   the  schools,  tor  uixm  the  same  day  the 

following  grants  were  made: 

III  ans"^  to  the  peticon  of  Daniell  Weld  &  Kl.j.jah  Corlett,  schooh-m'^', 
the  Cuiirt,  considering  the  Usefulness  of  the  jieticoners  in  an  imi>loy- 
nuMit  of  so  comon  funfcrnment  for  the  good  of  the  whole  count iv.  iV 


"M«i.  ,/oiii».  h'll.,  XXVII.  p.  l-'T. 

"  liirofiU  of  .)f>liixiiclilisrtls.  IV.  pi.   1.  l>p.  IIHT,  :t!»8. 

'■-  /'/..   p.    lOII. 


Vol. 3.]  Jones. — Sfdfp  Aid  to  Secondary  Schools.  55 

the  little  ineouragement  that  they  haue  had  from  theire  respective 
tounes  for  theire  service  &  vnwearled  pajnes  in  that  imployment,  doe 
-  judge  meet  to  graunt  to  each  of  them  two  hundred  acres  of  land,  to  be 
taken  vp  adjoyning  to  such  lands  as' haue  binn  already  graunted  &  lajd 
out  by  order  of  this  Court.''' 

Ill  the  following  year,  IGGO,  five  hiiiulred  acres  of  land  were 
granted  to  the  town  of  Roxbnry  "towards  the  inainetenanee  of  a 
free  school,""  and  the  one  thousand  acres  already  mentioned  to 
the  town  of  Boston  for  a  similar  purpose.  The  grant  made 
the  previous  year  to  the  town  of  Charlestown  was  located  on  the 
same  day  ''in  the  wildernesse,  on  the  westerue  side  of  Mer- 
remacke  Riuer."^' 

The  early  masters  of  the  grammar  schools  of  Massachusetts 
were  for  the  most  part  men  of  considerable  learning,  and  were 
usuallj'  accorded  the  same  privileges  as  the  men  who  occupied 
high  civil  and  religious  offices.  In  1693  they  were  relieved  from 
military  training ;^*^  and  in  1699  from  "watch  and  ward"  duties,'' 
and  from  further  pajTnent  of  poll  tax  and  from  tax  upon  their 
estates  and  incomes.'"  While  it  is  very  probable  that  the  public 
treasury  suffered  but  little  as  a  result  of  this  last  concession, 
still  the  recognition  thus  publicly  accorded  these  masters  testified 
an  appreciation  of  the  work  in  which  they  were  engaged. 

Plymoufh  Colony. — For  the  first  half-century  after  the  found- 
ing of  Plymouth  Colony  no  steps  were  taken  to  provide  for  schools 
of  a  secondary  grade.  The  Court  in  1670  voted  to  grant  all  the 
profits  accruing  from  the  Cape  Cod  fisheries  "to  be  imployed  and 
improued  for  and  towards  a  free  schoole  in  some  towne  of  this 
jurisdiction,"  provided  a  beginning  was  made  within  one  year 
after  the  making  of  the  grant.  At  a  meeting  of  the  Court. 
March  4,  1672-3,  it  was  ordered  that  inasmuch  as  within  the  time 
limit  "there  hath  l)iii  a  beginning  made  att  Plymouth,  and 
hither  to  continued,  by  Gods  blessing,  with  good  successe,  as 
vpou  examination  may  appeer;"  and  since  the  town  of  Plymouth 


13 /f?.,  p.  397. 
H/f7.,  p.  438. 
15 /d.,  p.  444. 

^^Acts   and  resolves  of  the  province  of  Massachii.setts-B(i!/.  I,  p.   130  {Luivs, 
169.3-94,  eh.  3,  sec.  12.) 

I'/rf.,  p.  382  {Laws,  1G99-1700.  eh.  10,  see.  2). 
18 /d.,  p.  41G  (Latvs,  1(;99-1700,  oh.  27.  see.  4). 

Educ'n.— 5 


56  Universiti/  of  Cdliforniu  PuhlicationH.         [education 

had  appropriated  "a  considerable  tract  of  vpland  and  nieddow 
belonging  to  the  said  towne  of  Plyniontli,"  and  since  several 
of  the  townspeople  "out  of  theire  good  affections,  haue  freely 
giuen  out  of  theire  owne  estates  for  the  erecting  or  procuring  a 
convenient  scoole  house,  not  onely  for  the  better  accommodating 
of  the  scollers,  but  alsoe  for  the  scoolmaster  to  line  and  reside 
in  ...  in  hope  that  (iod  may  please  soe  to  smile  vpon  this  our 
day  of  smale  thinges  as  to  make  it  a  blessing  to  the  riseing  genera- 
tion;" it  was  declared  that  the  receipts  from  tlie  (.'ape  fisheries 
should  be  given  to  Plymouth.^' 

In  June,  1673,  the  Court  again  ordered  that  "the  charge  of  a 
free  Scoole,  which  is  three  and  thirty  pounds  a  yeare  shalbe 
defrayed  by  the  Treasurer  out  of  the  proflfitts  ariseiug  l)y  the 
ffishing  att  the  Cape''"  vntill  such  Time  as  that  the  minds  of  the 
ffreemen  be  knowne  concern  in j;-  it  wliidi  will)c  returned  to  the 
next  court  of  Election."^'  The  verdict  of  the  inhabitants  of  the 
several  towns  having  been  received,"  the  Court  continued  the 
gi-ant  of  the  profits  of  the  Cape  fisheries  for  the  maintenance  of  the 
school  witli  the  provision,  "that  there  be  noe  further  demaunds, 
beside  the  said  ]»roffitts  of  the  Cape  demaunded  of  the  Counti-y 
for  the  Maintainance  of  the  said  Scoole."  But  as  new  towns  were 
fornH'd,  and  other  free  schools  were  establislied.  (lie  Court  sought 
to  distribute  the  annual  receipts  among  the  several  schools."^  In 
March,  lG82-;5,  it  was  ordered  that  the  Cape  money,  as  it  was 
commonly  called,  be  distributed  as  follows:^^  "to  Bastable  scoole, 
twelve  i»ound;  to  I)ox))urrow  scoole,  eight  i)Ound;  to  Keliolxtth 
scoole,  tine  i)onnd;  to  Taunton  scoole,  three  pound;  and  two 
pound  to  M""  Daniel  Smith.""' 

^^  Plymouth  colotiij  records,  \',  ji.  108. 

-••' For  Cape  flsherie.s  remilntioii.s,  Id.,  j))..   104.  L'4:i.  244.  2.'>9;   XI,  jip.  '_'L'8.  L'L'O. 

2:n.2:{:{. 

•-'  Id.,  XI,  p.  2:{.T  {Ldwa). 

■^■^  Id.,  p.  2:57. 

-•'  The  tt.sheries  of  C»pc  Cod  were  granted  to  a  corporation  in  1G77,  at  an  annual 
rate  of  thirty  pounds,  silver  money  of  New  England.  It  was  ordered  in  the  same 
year  that  at  least  twelve  pounds  "currant  Marchantahle  pay"  be  raised  by  rate  on 
all  inhatiitants  of  the  town,  which,  with  the  voluntary  contrilmtions  and  the  tuition 
fees  of  those  in  attendance,  and  an  amount  ranging  from  tlve  pounds  to  ten  pounds 
from  the  Cape  moneys,  should  he  used  for  the  support  of  the  grammar  schools. 
(  PI;/ til  oil  til  roloni/  records,  XI,  p.  247.     Lmvit). 

'-*  Pli/nioiith  colony  records,  VI,  pp.  102-103. 

-'•ruder  date  (if  March  7,  l(iHl-2,  is  recorded  the  following  entry:     "Receiued 


Vol.  3.]  Joues. — State  Ai(J  to  Secondary  Schools.  57 

The  Province  of  Massachusetts. — The  colonies  of  Plymouth 
and  Massachusetts  Bay  were  united  in  1691,  and  from  that  time 
forward  the  same  educational  provisous  applied  to  the  entire 
province  of  Massachusetts.  It  was  ordered  in  June,  1701,  that 
one-half  of  the  tines  and  forfeitures  for  the  violation  of  the 
excise  laws  of  the  colony  should  be  devoted  to  "the  encourage- 
ment and  support  of  a  free  grammar-  or  writing-school  or 
schools  in  the  toun  where  the  offence  is  committed,"  and  in 
case  no  such  school  existed  in  the  town,  then  the  fine  was  to  be 
paid  to  the  use  of  such  schools  in  the  town  next  adjacent 
within  the  same  county/"  A  further  provision  was  made  in 
March,  1702-3,  when  one-half  of  the  fine  imposed  upon  each 
assessor,  selectman,  or  commissioner  failing  to  perform  faithfully 
his  duties  was  appropriated  "for  and  towards  the  support  of 
the  schoolmaster  in  said  toun;  and  for  want  of  such  school- 
master, according  to  law  in  said  toun,  then  to  the  use  of  the  next 
grammer-schoolmaster  in  the  county."^' 

Among  the  early  settlers  of  the  colony  were  many  men  of 
intelligence  and  public  spirit.  They  believed  in  education  and 
were  ready  to  promote  it  at  a  sacrifice  of  their  own  possessions. 
Such  men  generally  comprised  the  General  Court,  and  among  the 
"thinges  of  comon  Concernement  and  publike  benefitt,"  the 
school  had  first  place.  They  were  mindful  of  all  schools,  from 
that  "Schoole  of  the  Prophets"  to  the  huml)lest  dame  school 
among  them.  But  from  the  repeated  legislation  concerning  the 
maintenance  of  the  grammar  schools,  it  is  evident  that  this  class 
of  schools  was  then,  as  since,  the  one  having  the  least  hold  upon 
many  of  the  less  enterprising  towns.  The  position  of  the  colonial 
government  enabled  it  to  impose  upon  all  towns  the  obligation 
of  maintaining  such  schools  as  the  better  sentiment  of  the  colony 
at  large  dictated.  The  difficulties  incident  to  new  territory,  the 
frequent  hostilities,  and  the  shifting  character  of  the  settlers  as 


by  M''  Daniell  Smith  of  the  Treasurer  twelue  pounds  in  sihier  mony  of  New  Eng- 
land, of  the  Cape  mony,  to  be  imployed  for  and  towards  the  maintainance  and 
keeping  of  a  gramer  scoole  att  Rehoboth."  The  earliest  record  of  the  distribution 
of  the  fund  is  in  1678,  when  a  part  of  the  proceeds  of  the  Cape  fisheries  was  granted 
to  the  same  school.     (Plymouth  colony  records,  VI,  p.  81,  also  V,  p.  259.) 

-^  Acts  and  resolves  of  Massachusetts  Bay,  1,  pp.  435,  477,  529. 

27/(?.,  p.  516. 


58  Universit;/  of  Oilifomht  PubNffifions.         [edccation 

they  took  up  new  homes  in  other  sections,  made  it  necessary 
from  time  to  time  to  increase  the  penalty  for  neglect  to  comply 
with  the  law  reqnirinn:  towns  to  support  {jrannnar  schools.'"* 
Many  of  the  towns  had  been  able  to  niaiutain  such  schools  ])y 
reason  of  private  endowments  or  throuj^;]!  having  extensive  tracts 
of  town  lands  which  had  been  devoted  to  the  use  of  the  school. 
Town  lands  which  might  be  employed  for  public  uses  were  soon 
found  to  l)e  valual)le  agencies  for  the  promotion  of  religion  and 
the  suppoi-t  of  i»ublic  schools  as  well  as  for  otlicr  and  more  varied 
purposes. 

As  earlv  as  HiT-'J.  and  possiltlx  iiiucli  earlier,  the  eojoiiy  of 
Massachu.setts  l)egaii  to  reserve  "for  the  puldick  use"  a  i)ortion 
of  each  considei-able  tract  of  land  sold.  In  (»ne  of  the  charters 
for  New  Hampshire  lands  granted  in  that  year,  "a  farme  of 
five  hundred  acres  of  upland  &  nu^adow"  was  reserved  from 
the  tract  disposed  of,  to  be  devoted  to  i)ublie  benefits.''"*  In  a 
gi-ant  made  in  1704,  which  became  the  town  of  Sutton,  the 
chai'ter  ])rovided  that  the  following  reservations  l)e  made: 
"three  hundred  acres  of  the  s;iid  lands  foi-  the  first  settled 
minister,  four  hundred  acres  for  the  ministry,  and  two  hundred 
acres  for  the  use  of  a  school,  all  to  be  laid  out  conveniently.'""' 
Similar  ])rovisions  occur  in  the  charter  of  Lunenburg,  granted  in 
Novenibci-,  171*).  cxceijt  that  a  fourth  reservation  is  made  foi- 
Harvard  College."  The  wild  lands  of  the  province  were  geni'rally 
disposed  of  in  large  ti-acts  oi-  townshii)s.  These  were  usually 
divided  into  "sliai-es,"  generally  sixty-three  to  a  township,  one 
of  which  was  reserved  for  the  fir.st  settled  minister,  one  for  the 
ministry,  and  one  for  a  school.  Occasionally  the  reservation  is 
exi)ressly  made  for  "the  gi-anunar  school,"  ;is  in  the  chartei-  of 
the    town    (if    W'aliMtle,     New    1  Iniiijishire.     177-'!.  "      It     is    (juite 


•-■'*  h-.ronis  nf  AfiisKdrliiisiii.s.  II.  p.  2(i:i:  IV.  ].t.  2.  p.  4K(i:  \'.  i.|..  n  1.  ii:..  /•/.(/• 
niiiulh  Colninj  rininls.  W.  \>.  'JIT  (  Lairs).  .\ils  iniil  nsolrrs  of  Miis.siirhusitis  limj, 
I>.  470,  II,  !>.  10(1. 

-".Vri/'  Jliim/ishirr  xiatf  iin/iri-.i,  loicii  rhii lii  rx,  I.  |).  84.      |('linrti'r  of  Old  Uiiii 

Htiihif,  S('pt<Miii)i-r  10,  i(;7:i.| 

•'"  HkNKDICT  HImI  TkACV,   lli.ttnrtl  nf  thf  tnirii  of  Sllttiill,  i>.    10. 
'■^^  h'lirh/  rrroril.'i   of  thr  Inini  of  /jinivnhiirti.      (  Fiicsiniilf  nf  cliartt-r  jiriiitfil  us 
frtMitisjiirci-. ) 

•'-' .Vcic  IIiimi>Hhiri  slntv  piipirs,  toirn  rliit rlirs.  1.  pp.  78-7!'.  84,  .■t.")!l. 


Vol. 3.]  Jo)te.s. — State  Aid  to  Secondary  Schools.  59 

probable  that  the  reservations  were  made  out  of  solicitude  for 

the  f^rammar  school,  rather  than  the  common  school,   owing  to 

the   greater    cost   of    maintaining    grammar   schools    and    the 

difficulty   experienced  in  the    attempt  to   require   the  towns  to 

maintain  such  schools.     This  policy  had    become  fixed  in  the 

early  i)art  of  the  eighteenth  century,  and  was  retained  until  the 

separation  of  the  ])rovinee  of  Maine  in  1820.     One  of  the  most 

extensive  of  these  reservations  was  made  in   1786,  Avhen  fifty 

townships  of  land,  each  six  miles  square,  in  the  district  of  Maine 

were  sold,  with  the  following  reservations: 

Provided  nevertheless.  That  there  be  reserved  out  of  each  township, 
four  lots  of  three  hundred  and  twenty  acres  each,  for  public  uses,  to  wit, 
One  for  the  use  of  a  public  Grammar-School  forever;  one  for  the  use 
of  the  Ministry;  one  for  the  first  settled  Minister,  and  one  for  the 
benefit  of  public  education  in  general,  as  the  General  Court  shall  here- 
after direct."" 

The  trustees  of  the  free  school  in  Williamstown  represented  to 
the  legislature  of  Massachusetts  in  1789  that  they  were  unable  to 
provide  a  suitable  building  for  the  use  of  their  free  school,  aud 
they  were  granted  a  lottery  of  twelve  hundred  pounds  for  that 
purpose.^*  The  spirit  of  self-government  and  local  control 
characteristic  of  the  early  New  England  people  is  seen  in  the 
entire  absence  of  any  conditions  imposed  upon  the  schools  thus 
aided  out  of  the  public  funds. 

CONNECTICUT 

In  1664  the  settlement  of  New  Haven  was  brought  under  the 

jurisdiction  of  Connecticut  Colony,  and  the  enlarged  domain  was 

divided  into  four  counties  in  1666.    At  a  court  of  election  held  at 

Hartford,  May  9,  1672,  the  following  grants  of  public  lands  were 

made  for  the  encouragement  of  grammar  schools  in  the  several 

counties  of  the  colony: 

This  Court  granted  to  the  County  Townes  of  Fayrefield  and  New 
London  the  sume  of  six  hundred  acres  of  land  apeice  to  each  of  those 
County  Townes,  to  be  taken  up  where  it  may  not  prejudice  any  former 
grant ;  which  sayd  land  shall  be  and  belong  to  the  said  County  Townes 
for  euer,  to  be  improued  in  the  best  manner  that  may  be  for  the  benefitt 


•':'  Acf.s  (1)1(1  l(nrs  of  the  commonwealth  of  3Iassachitseffs,  178.3-89,  p.  514.     L(ttcs 
of  MassdchKSett.s,  1780-91.  pp.  319-.351. 

'■^*  Acts  (1)1(1  hues  of  the  co))i))io>iive(t1th  of  Massachusetts,  1783-89,  p.  732. 


GO  University  of  Californin  Puhlicafions.         [education- 

of  a  grammar  schoole  in  the  sayd  County  Townes,  and  to  no  other  use 
or  end  whatsoeuer. 

There  is  also  granted  to  the  County  Townes  of  New  Hewen  an 
Hartford,  to  each  of  them,  six  luindred  acres  of  land,  upon  the  same 
tciirnies  and  to  the  same  use  with  the  other  County  Townes.' 

It  was  flirt licr  providt-d  in  tlif  saiiit-  year,  "tliat  in  every  county 
town  there  sliall  be  set  u)*  and  kept  a  {ri-ainmar  school,  for  the 
use  of  the  county,  tlie  master  tliereof  ])eing  able  to  instruct  youths 
so  far  as  they  may  be  fitted  for  colle<^e."^  As  a  further  encour- 
agement the  masters  were  exempted  from  the  payment  of  |)oll 
tax,'  and  from  highway*  and  military  summons/  As  the  lauds 
were  not  surveyed  until  thirty  years  after  the  grants  were  made, 
these  early  schools  were  in  need  of  more  immediate  aid.  In  1684 
all  houses  and  lands  givm  or  jiurchased  by  charitable  persons 
"for  the  encouragement  of  learning  and  providing  of  public  con- 
cernments" were  exempt  from  taxation.''  Three  years  later,  the 
Court  ordered  a  contingent  surplus  in  the  colonial  treasury  to  be 
distributed  among  the  county  towns  for  the  improvement  of  their 
grammar  schools.'  The  Court,  in  1690,  ordered  that  an  annual 
salary  of  sixty  pounds  current  money  should  l)e  paid  to  the  masters 
of  the  schools  of  Hartford  and  New  Haven,  "thiity  pounds  of  it 
to  be  ])aid  out  of  the  county  treasury."'*  This  provision  was  amj)!!- 
fied  in  1693  so  as  to  aid  in  the  support  of  the  other  schools  of  the 
colony,  by  the  following  act: 

This  Court  for  the  incouragement  of  learning  in  this  Colony,  there 
being  fower  gramar  schooles  in  the  county  townes  of  each  county, 
this  Court  haueing  granted  to  Hartford  and  New  Hauen  for  the  end 
afoarsayd  tliirty  jjownds  apeice  to  the  sayd  townes  no[w]  gaue  to  New 
Loiulon  and  Fayrfeild  county  schooles  twenty  j>ownds  to  each  of  those 
county  townes." 

For  the  better  assurance  that  the  town  schools  would  be 
nuiintained  as  required  by  law,  the  legislature  in  1700  ordered 
that    an    annual    appi-o]»riat  ion    fi'oni    the    colonial    treasury    of 


'  Connecticut  colonial  records,  II,  p.  17t>. 

^Liiws  of  1G72,  J).  (i.'{.     (Notes  2-5  from  Clews.) 

;</(/.,  p.  59. 

*  Id.,  p.  28.     Arts  tnid  Luirs  of  .  .  .  I'onnertiritl,  II.  p.  85  ( re-i)riiitt'il,  17.")(1.) 

''Id.,  p.  ()IJ.     ActH  and  Laivn  of  .  .  .  Connecticut,  I,  p.  78  ( re-i)riiitf(l.  1715.) 

'^  Connecticut  colonial  records,  III,  p.  158. 

'  /(/..  j.p.  224,  225. 

"Id.,  IV,  J..  .11. 

"/./.,  I).  !I7. 


Vol.  3.]  Jones. — Siaie  Aid  to  Secondary  Schools.  61 

forty  shillings  for  every  one  thousand  pounds  of  taxable  i)rop- 
erty  be  made  to  each  town  for  the  use  of  the  school.  Where  this 
l)roved  insufficient  to  supi)ort  the  master  of  the  school,  the  deficit 
was  to  be  paid  out  of  any  endowment  that  the  school  niio'ht  have, 
l)ut  where  none  existed,  one-half  of  such  deficit  was  to  ])e 
paid  out  of  a  town  rate  and  the  l^alance  to  be  met  by  tuition  fees/" 
That  this  annual  subsidy  was  made  to  contribute  to  the  support 
of  the  grammar  schools  may  be  seen  from  the  provisions  of  an 
act  passed  in  1712,  entitled,  "An  Act  for  the  encouragement  of 
Learning."  The  section  relating  to  the  grammar  schools  is  as 
follows : 

And  it  is  further  enacted,  That  the  forty  shillings  upon  the  thousand 
pounds,  allowed  to  the  county  towns  in  this  Colony  for  the  mainte- 
nance of  a  grammar  school,  shall  from  the  publication  of  this  act  be 
paid  in  money  or  bills  of  credit ;  and  that  the  villages  that  are  already 
made  or  shall  hereafter  be  made  out  of  any  of  the  said  county  towns 
shall  receive  their  forty  shillings  upon  the  thousand  pounds  as  pay. 
This  act  to  continue  so  long  as  our  rates  are  paid  in  money  or  bills." 

This  annual  apportionment  to  towns  for  the  support  of  the 
schools,  begun  in  1700  at  forty  shillings  upon  the  thousand  pounds 
of  valuation,  was  lowered  to  ten  shillings  in  1754, ^'^  raised  to 
tw^enty  shillings  in  1766,^*  and  restored  to  forty  shillings  in  1767." 
In  May  of  the  preceding  year  the  revenues  of  each  town  "for 
excise  on  liquors,  tea,  «fec."  were  given  to  the  tow^n  to  be  placed  at 
interest  for  the  endowment  of  the  schools ; '"  and  the  interest  on 
all  moneys  thus  previously  raised  and  in  the  possession  of  the 
colony  was  added  to  the  current  school  funds  of  the  several 
towns,'*  and  all  income  from  poll  taxes  was  granted  the  towns 
for  the  use  of  schools. 

To  insure  the  proper  use  of  the  funds  thus  devoted  to  the 
support  of  the  schools,  a  system  of  school  inspection  was  instituted 
in  1714,  which  in  its  scope  and  intent  was  quite  similar  to  some 
of  the  systems  in  operation  at  the  present  time  in  some  of  the 


io/(i.,  pp.  31-32. 

11 /c?.,  V,  p.  353. 

^'^  Id.,  X,  p.  317. 

13 /rf.,  XII,  p.  497. 

i*/d.,  p.  561. 

15 /d.,  p.  463. 

i«/(Z.,  XII,  pp.  4G3.  40-1 


62  Univfrsify  of  California  Fublirutions.         [edccation 

states.  Tlic  in-ovision  was  inacU'  under  the  title  of  "An  Act  for 
tlie  Encouraj^enient  and  Better  Improvement  of  Town  Schools, " 
and  reads  as  follows: 

Forasmuch  as  the  upholding  and  good  ordering  of  the  schools 
erected  in  towns  by  order  of  this  AssemVily,  and  partly  maintained  out 
of  the  piil>lick  treasury,  is  of  great  importance  to  the  publick  weal,  and 
the  neglect  thereof  will  be  occasion  of  much  ignorance,  disorder  and 
prophaneness. 

Be  it  therefore  (rrdered  and  etiacted  by  the  Governor,  Council  and  Repre- 
sentatires,  in  General  Court  assembled,  and  by  the  authority  of  the  same, 
That  the  civil  authority,  together  with  the  select  men  in  everj'  town, 
or  major  part  of  them,  shall  inspect,  and  they  are  hereby  directed 
and  impowred,  as  visitors,  to  inspect  the  state  of  all  such  schools  as 
are  ai)i)ointed  in  the  said  town  from  time  to  time,  and  particularly 
once  in  each  quarter  of  the  year,  at  such  time  as  they  shall  think 
proper  to  visit  such  schools,  and  inquire  into  the  qualifications  of  the 
masters  of  such  schools,  and  their  diligence  in  attending  to  the  ser- 
vice of  the  said  school,  together  with  the  proficiency  of  the  children 
under  their  care.  And  they  are  hereby  further  required  to  give  such 
directions  as  they  shall  find  needful,  to  render  such  schools  most  ser- 
viceable to  tlie  increase  of  that  knowledge,  civility,  and  religion, 
which  is  designed  in  the  erecting  of  tliem. 

A)id  it  is  further  enacted,  That  if,  in  this  inspection  of  the  said 
sc^iools,  the  said  inspectors  observe  any  such  disorders,  or  misapplica- 
tion of  the  pulilick  money  allowed  to  the  support  of  such  schools,  as 
render  the  said  schools  not  so  likely  to  attain  the  good  ends  proposed, 
they  shall  lay  the  same  before  this  Assembly,  that  the  i)roper  orders 
in  such  cases  necessary  may  be  given."  " 

To  secni-f  its  wild  lands  from  the  enpidity  of  the  n)\al 
t^overnor.  tlic  colony  of  Connecticut  in  1687  granted  the 
greater  part  of  them  to  the  towns  of  Hartford  and  Windsor. 
In  the  final  distribution  of  this  land  in  1726,  one-half  of  it  was 
retained  l)y  the  colony.  In  1738  it  was  ])roposed  that  the  colo- 
ny's sliai'c  of  this  land,  embracing  in  all  seven  towns,  should  be 
disposed  of  by  sale.  Each  of  the  seven  towns  was  tinally  divideil 
into  tifty-threc  "rights"  oi-  "shai-es,"  three  of  which  were 
reserved,  "one  for  the  tii-st  minister  that  shall  be  there  settled, 
to  Itc  conveyed  to  him  in  fee;  one  to  be  sequestered  for  the  use 
of  the  pi-esent  established  ministry  forever,  and  one  for  the  use 
of  the  school  or  schools  in  such  towns  forever.""^  The  proceeds 
of  the  sale  of  the  fifty  "rights"  was  apportioned  among  rhe  several 


""/(/..  V.  p.  4ii_'. 
'"A/..  VM.  \>p.  l.-.7-4.-i8. 


Vol.  3.]  Jones. — iSfafe  Aid  to  Secondary  Schools.  63 

settled  towns  of  the  colony,  "in  proportion  according  to  the  list 
of  their  polls  and  rateable  estate  in  the  year  last  past,  and  to  be 
secured  and  forever  improved  for  the  nse  of  the  schools  kept  in  said 
towns  according  to  law."  ^^  As  the  grammar  schools  of  Connecticut 
were  supported  in  the  same  manner  as  the  elementary  schools, 
both  sharing  in  the  annual  subsidy  from  the  colonial  treasury 
and  both  dependent  upon  the  towns  for  their  maintenance,  it  is 
quite  likely  that  the  revenues  from  the  sale  of  these  lands  were 
partially  devoted  to  the  support  of  the  grammar  schools. 

NEW    YORK 

The  first  Latin  school  in  New  Amsterdam  was  established  iu 
1659.  In  a  letter  from  Stuyvesant  and  the  Council  to  the 
Directors  of  the  colony,  dated  July  23,  1659,  announcing  the 
arrival  of  the  schoolmaster  from  Holland,  the  following  senti- 
ment is  expressed  regarding  the  school:  "We  hope  aud  confide 
that  the  community  shall  reap  great  benefits  from  it  for  theii* 
children,  for  which  we  pray  that  a  bountiful  God  may  vouchsafe 
his  blessing."^  In  addition  to  his  income  from  tuition  fees  the 
master  received  an  annual  allowance  of  two  hundred  florins  from 
the  city.'  In  1663  the  annual  salary  of  the  master  amounted  to 
one  thousand  guilders  ($400) .  One-half  of  this  was  paid  by  the 
city  and  the  other  half  b}-  the  Company.  In  reply  to  a  letter 
from  the  burgomasters  of  New  Amsterdam  to  the  Director  General 
and  Council  with  respect  to  the  salary  to  be  paid  to  the  Reverend 
^i!]gidius  Luyck  for  his  services  as  master  of  the  school,  the  fol- 
lowing answer  was  received: 

The  Director  General  and  Council  are,  with  the  supplicants,  of 
opinion  that  the  continuation  and  encouragement  of  the  Latin  school 
is  necessary — and,  as  it  is  customary  in  our  Fatherland,  that  such 
persons  by  the  cities  which  make  use  of  them  are  engaged,  so  are  the 
supplicants  authorized  by  this,  to  allow  such  a  salary  to  the  aforesaid 
Rev.  Luyck  as  they  shall  deem  reasonable — of  which  salary  Director 
General  and  Council — provisionally  upon  the  approbation  of  the  Noble 
Directors  shall  pay  the  half.     16  Aug.,  1663. •' 


1"  f'L,  p.  457-458;  VIII,  pp.  122,  1.34,  334,  387,  .392. 

1  Pratt,  Annals  of  public  education  in  the  State  of  N'ew  York,  p.  23. 

2/(Z.,  p.  23. 

»/(/.,  p.  35. 


64  University  of  California  Puhlications.  [EnrcATios- 

The  earliest  legislative  act  providing  for  secondary  education 
within  the  colony  of  New  York  is  entitled,  "An  Act  for  Encourage- 
ment of  a  Grammar  Free-School  in  the  City  of  New  York,"  ))ear- 
ing  date  of  November  27,  1702.  Provision  was  made  for  the 
maintenance  of  a  school  for  a  period  of  seven  years,  the  city  to 
raise  an  annual  "Sum  of  ffifty  ])ouuds  Current  monej-  of  New 
York"  for  the  support  of  the  master.  This  act  expired  by  its  own 
limitation,  the  school  having  been  kept  but  a  part  of  the  time.* 

In  1732  a  petition  was  presented  to  the  House  asking  leave  to 
introduce  a  "Bill  for  encouraging  a  public  School,  to  teach  Latin, 
Greek,  Arithmetick,  and  the  Mathematicks,  in  the  City  of  Xeic- 
YorJi."  It  was  i)ro])osed  to  appropriate  the  moneys  remaining  in 
the  treasury  from  the  licensing  of  hawkers  and  peddlers  to  the 
support  of  this  school.  The  following  extracts  from  the  pream- 
ble to  the  act  as  finally  passed  indicate  the  sentiment  of  the  House 
with  regard  to  educational  matters: 

Whereas,  good  Learning  is  not  only  a  very  great  Accomplishment 
but  the  properest  Means  to  attain  knowledge,  Improve  the  Mind, 
Morality  and  good  Manners,  and  to  make  Men  better,  wiser  and  more 
useful  to  their  Country  as  well  as  to  themselves. 

And  Whereas,  the  City  and  Colony  of  New  York,  abounds  with 
Youths  of  a  Genius  not  Inferior  to  other  Countries,  it  must  undoubtedly 
be  a  Loss  to  the  Public  and  a  Misfortune  to  such  Youths  if  they  are 
destitute  of  the  Opportunity  to  improve  their  Capacities  by  a  Liberal 
Education.^ 

By  tlu'  i»rovisions  of  this  act  the  city  of  New  York  was  required 
to  raise  an  annual  sum  of  tort\  pounds  for  the  support  of  the 
master  of  the  school,  and  a  like  sum  was  annually  a])in'oi)riated 
for  this  ])uri)()se  from  the  colonial  treasury,  out  of  funds  accruing 
fi-oiii  tin-  liccusin^'  of  hawkers  ;\\n\  peddlers: 

Aliraijs  Prorided  and  Be  it  further  Enacted  by  the  same  Authority 
that  whenever  the  Fund  of  Hawkers  and  Pedlars  shall  during  the  Term 
aforesaid  happen  to  exceed  the  Sum  of  Forty  Pounds  per  Annum  such 
Over|)lus  shall  remain  in  the  Treasury,  so  Nevertheless  as  that  the  said 
Sallary  for  the  whole  Five  Years  out  of  the  said  Fund  does  not  fall 
short  of  the  Sum  of  Two  Hundred  I'ounds  any  Thing  lierein  to  the  con- 
trary thereof  notwitlistaiuiing.'' 


*  !<}.,  i>p.  77,  78.      Colt'iiiiil  hiirx  of  Xi  it-  i'ork,  1.  i>i>.  :>\i\,  'A7. 

^  I<1..  II,  i>|>.  81:J-817.     Puatt.  op.  ril.,  pp.  r_'r)-lL'7. 

<i('oloiiitil  lair.i  of  Xnr  i'mk.  III,  \>y>.  8(>,  87.      I'uatt,  op.  cit..  p.  i:iO. 


Vol.  3.]  Jones. — state  Ant  to  /Secondary  SrJwols.  65 

The  provisions  of  the  above  measure  expired  in  1737,  and 
further  k^gislation  was  therefore  made  necessary.  When  a 
measure  eontaining  provisions  simihir  to  those  of  the  previous 
act  were  proposed,  it  met  with  violent  opposition.  The  motion  to 
continue  the  appropriation  from  the  "  Fund  of  Hawkers  and  Ped- 
lars" was  carried  bj'  a  majority  of  but  one  vote,  while  the  provision 
authorizing  the  city  of  New  York  to  assume  its  share  of  the  burden 
of  the  Latin  school  was  carried  b}^  a  majority  of  seven.  Pro- 
vision was  made  in  both  of  these  acts  for  the  instruction  of  twentj- 
pupils  free  of  charges  for  tuition,  a  specified  number  from  each 
of  the  counties  in  the  colony.  A  portion  of  the  annual  amount 
appropriated  from  the  colonial  treasury  remained  unpaid.  The 
Assembly  declared  in  1740,  "That  the  part  of  the  Two  hundred 
pounds  that  remains  Yet  Unpaid  to  the  Said  Alexander  Malcolm, 
is  a  just  debt  due  from  this  Colony;  and  it  appearing  bj'  the 
Treasurer's  accounts  that  there  is  Still  Unpaid,  The  Sum  of  One 
hundred  Eleven  pounds  Seven  Shillings  and  Six  pence,"  the 
same  was  ordered  paid.'  The  provisions  of  the  law  of  1737  were 
made  for  one  year  and  expired  by  limitation  in  1738.  No 
further  action  was  taken  for  the  maintenance  of  such  a  school 
during  the  remainder  of  the  colonial  period. 

MARYLAND 

The  earliest  provision  for  secondary  schools  in  the  province 
of  Maryland  was  made  in  169-t.  In  the  fall  of  that  year  Gov- 
ernor Nicholson  proposed  to  the  Assembly,  "that  a  way  be  found 
out  for  the  building  of  a  free  school,  and  the  maintenance  for 
a  schoolmaster  and  usher  and  writing  master  that  can  cast 
accounts."^  The  Governor  proposed  to  contribute  fifty  pounds 
towards  the  erection  of  such  a  school,  and  to  make  an  annual 
donation  of  twenty-five  pounds  sterling  during  his  continuance 
in  office  towards  the  support  of  the  master.  Liberal  donations 
of  monej"  and  tobacco  were  subscribed  by  the  members  of  the 
Assembly  and  by  various  civil  officers.^     Several  laws  relating  to 

"  Pkatt,  op.  cif.,  p.  140. 

1  Quoted  in  Bernard  C.  Steiner,  History  of  education  in  Maryland,  p.  19. 
United  States  bureau  of  education,  Circular  of  information  no.  2,  189-4. 

2  ScHARF,  History  of  Maryland,  1,  pp.  350,  351. 


66  University  of  California  Publications.         [education 

education  were  passed,  three  of  wliich  liad  reference  to  the  estab- 
lishment or  support  of  free  schools.  One  of  these  was  an  act 
entitled,  "An  Act  for  the  Imposition  of  Four  Pence  per  Gallon  on 
liiquors  imported  into  this  Province."  In  this  way  funds  were 
to  ])('  raised  "for  building;  and  repairintj  Court-Houses,  Free- 
Sehools,  Bridewells,  or  such  pul)lic  Services."  Another  was  an 
"Act  for  laying  an  Imi)osition  on  several  Commodities  exported 
out  of  this  Province."  The  "imposition"  was  laid  upon  furs, 
beef,  bacon,  etc.,  "for  the  Maintenance  of  Free- Schools."  The 
other  was  "A  Supplicatory  Act  to  their  Sacred  Majesties,  for 
erecting  of  Free-Schools  "^ 

The  Supplicatory  Act  for  free  schools  wliicli  was  passed  in 
1694  was  revised  and  amended  in  accordance  with  the  instruc- 
tions of  the  King,  and  re-enacted  in  1696  as  "A  Petitionary  ACT 
for  Free-Schools."  This  act  prayed  for  the  establishment  of  a  "  Free 
School  or  Schools,  or  Place  of  Study  of  Latin,  Greek,  Writing  and 
tlie  like,  consisting  of  one  Master,  one  Usher,  and  one  Writing- 
piaster  or  Sci-ibe,  to  a  School,  and  One  Hundred  Scholars,  more  ()r 
less,  according  to  the  A)tilit\-  of  the  said  Free-School."*  Aboard 
of  twenty  trustees  was  api)ointed  and  directed  to  establish  such 
a  free  school  "in  a  certain  Place  of  this  Province,  called  A)ut- 
Arundel  Town,"  and  to  reserve  the  sum  of  £120  sterling 
jter  aniiuin  for  the  support  of  this  school.  As  soon  as  a  like  sum 
was  available  for  a  similar  puri)ose,  a  second  fn-e  school  was  to 
l)e  established  at  the  town  of  Oxford,  in  Talbot  county.  In  the 
same  iiianiicr,  as  additional  funds  were  })i'ovi(le(l.  the  trustees 
were  directed  to  "proceed  to  Erecting  other  and  more  Free  Schools 
in  this  Province,  that  is  to  sai/,  in  every  County  of  this  Province 
at  pi'csciit,  one  Free-School." 

I>ut  one  scIkkiI.  King  William's  at  Annapolis,  was  established 
iindei'  the  provisions  of  the  act  of  !()!)(>.  This  school  was  so 
poorly  endowed  that  it  was  obliged  in  17(>4  to  petition  the  legis- 
lature foi-  assistance.  To  pro\  ide  an  additional  revenue,  an 
e.xport  duty  was  i)laced  upon  various  skins  and  furs  for  the 
maintenance  of  fi-ee  schools,  as  follows:  "foi-  every  Bear- 
Skin.  Nine   jN'nce  Sterling:    l"'or  l'.ca\fr.  Foui'   Pence  i)cr  Skin: 


••Macon's  L.iirs.  Iti'.U.  rlis.  XIX.   XXll.  XXXI. 
'  /./..  iciiii.  .-li.  XVII. 


Vol.. :!.!  Jones. — Siate  Aid  to  Secoiulary  Schools.  67 

For -Otter,  Three  Pence  per  Skin:  For  Wild-Cats,  Foxes,  Minks, 
Fishers  and  Wolves  Skins,  One  Penn.y  Halfpenny  per  Skin:  P'or 
Musk-Rat,  Four  Pence  per  Dozen:  For  Raccoons,  Three  Fartli- 
ings  per  Skin:  for  Elk-Skins,  Twelve  Pence  per  Skin:  For  Deer- 
Skins  dressed  or  undressed,  Four  Pence  per  Skin:  For  younf>- 
Bear  and  Cu])l>-Skins,  Two  Pence  per  Skin."  This  amount  was 
doubled  for  all  non-resident  shippers  not  trading  directly  with  En- 
gland. To  guard  against  fraudulent  shipment  a  fine  of  five  thou- 
sand pounds  of  tobacco  was  imposed  upon  any  shipmaster  detected 
in  an  attempt  to  evade  the  payment  of  this  duty,  and  the  property 
was  to  be  confiscated.  One-half  of  this  fine  and  half  of  the 
property  thus  seized  was  to  be  appropriated  to  the  support  of  the 
free  schools  of  the  province.  Non-resident  exporters  were  also 
required  to  pay  an  export  tax  of  twelve  pence  per  hundredweight 
for  dried  beef  and  bacon  and  twelve  pence  per  barrel  for  pork  and 
undried  beef,  which  went  to  the  free  school  fund." 

The  prospect  of  a  free  school  for  each  county  was  very  poor. 
There  was  much  agitation  and  frequent  legislation,  but  very  little 
real  good  resulting  from  it.  Additional  revenue  was  provided  in 
1717  by  an  increase  of  twenty  shillings  upon  the  duty  imposed  upon 
alllrish  servants  and  negroes  imported  into  the  province,^  and  in 
1719  l)y  appropriating  for  the  use  of  county  schools  the  estates  of 
all  persons  dying  intestate.'  In  1720,  one-half  of  a  duty  of  three 
pence  per  hogshead  on  all  tobacco  exported  from  the  province 
was  added  to  the  free  school  fund.  This  act  was  repeated  in 
1721,  in  1723,  and  in  1726.* 

In  1723  a  strange  modification  of  the  law  of  1704  was  made 
by  repealing  that  part  of  the  law  relating  to  the  duty  on  exported 
furs  and  skins,  and  substituting  a  duty  on  pork,  pitch  or  tar 
imported  from  any  other  colony. *  These  duties  were  to  be  appro- 
priated "tow^ards  the  maintaining  a  Free-School  or  Schools, 
within  this  Province,"  and  one- half  of  the  property  confiscated  for 
fraudulent  importation  was  devoted  "towards  the  Use  of  Public 
Schools  in  the  several  Counties."     In  the  same  vear  an  act  was 


5  Bacon's  i/aH-s,  1704,  ch.  XXVII. 
6/d.,  1717,  ch.  X. 
''Id.,  1719,  ch.  XIV. 
«Id.,  1720,  ch.  XV. 
9/fZ.,  172.'!,  ch.  XI. 


68  Utth'enifij  of  California  PitJtlicatious.         [education 

passed,  entitled,  "An  ACT  for  the  Encouragement  of  Learning, 
and  erecting  Schools  in  the  several  Counties  within  tliis  Province." 
A  board  of  seven  "visitors"  was  appointed  for  each  of  the  twelve 
counties,  and  all  matters  relating  to  the  erection  of  buildings,  the 
employment  of  masters,  etc.,  was  put  into  their  hands.  It  was 
ordered  that  the  funds  already  raised  for  the  support  of  county 
schools  be  divided  equally  among  tlie  several  counties.  The  vis- 
itors were  authorized  to  proceed  to  tlic  cn'ctioii  of  "one  school  in 
each  county  within  this  province,  at  the  most  convenient  place,  as 
near  the  center  of  the  county  as  may  be,  and  as  may  be  most  con- 
venient for  the  boarding  of  children,  at  the  discretion  of  the 
visitors."'"  The  masters  of  these  schools  were  required  in  1728 
to  instruct  gratis  as  many  poor  children  as  the  visitors  should 
ordci-."  But  little  success  attended  this  effort  to  establish  a  sys- 
tem of  schools.  It  was  f<tuiid  next  to  imi)ossible  to  proeure 
sober  and  respectable  masters  to  place  in  charge  of  the  schools,'" 
and  there  was  but  little  sympathy  with  the  efforts  of  the 
established  eliincli  to  govern  the  educational  affairs  of  the 
colony.'*  Before  the  middle  of  the  century  the  schools  were 
regarded  as  of  little  account.'*  The  funds  were  not  sufficient 
to  enal)le  them  to  c(»ntinue  tlieii*  work,  and  in  1770,  the 
consolidating  of  these  funds  was  begun.  Of  the  fifteen  foun- 
dations for  secondary  schools,  at  least  six  went  to  institutions  of 
the  same  grade,  four  to  higher  institutions,  two  were  devoted 
to  the  support  of  the  poor,  and  one  W7is  made  to  support  an 
elementary  school,  as  follows:  The  schools  of  Worcester  and 
Somerset  counties  were  merged  in  Eden  School  in  1770;''^  through 
the  union  of  the  schools  of  St.  ^Mary's.  Charles,  and  Prince 
George  counties  in  1774,  Cliai-lotte  Hall  was  founded;'"  the  Cal- 
vert county  school  inoperty  was  sold  for  the  benefit  of  Lower 
Marll)oro  Acadeniv  in  177S;'^  the  Kent  Countv  School  was  erected 


i»/rf.,  172:{.  ell.  XIX. 
'1  /(/.,  1728,  eh.  VIII. 

I'-'ScHAKK,  Hislori/  of  Afaryltiud.  II,  pp.  27,  28. 
'■'Steinkk,  op.  cit.,  pj).  :{7,  :{8. 
n/rf.,  p.  :{7. 

^^  Laws  of  MiinjUind,  ( Aiiiiai)iilis,  17S7)  1771'.  cli.  XII.     (September-November 
session.) 

i«/rf.,  1774,  ch.  XIV.     (March-April  session.) 

^"^  III.,  1778,  oh.  XVI.     (Octohcr-Dofenibcr  session.) 


Vol.  3.1  Joties. — State  Aid  to  Secondarii  Schools.  69 

into  Washington  College  in  1782,"  and  the  funds  of  the  Talbot 
County  School  were  consolidated  with  those  of  the  College  in  the 
same  year;''  King  William's  School  was  merged  in  St.  John's 
College  in  1785 ;  ^  the  property  of  the  schools  of  Cecil  and  Dor- 
chester counties  was  given  to  the  trustees  of  the  poor  in  1797''' 
and  1788"  respectively;  the  schools  of  Ann  Arundel  and  Balti- 
more counties  were  continued  for  some  time,  the  latter  eventually 
being  made  a  school  for  poor  ehildi'en;  the  Frederick  County 
School  became  Frederick  College  in  1830;'^^  while  the  history  of 
the  school  of  Queen  Anne's  county  after  1780  is  uncertain. 

SOUTH   CAROLINA 

In  the  early  j^ears  of  the  eighteenth  century,  various  bequests 
were  made  for  the  founding  of  a  free  school  in  Soutli  Carolina, 
but  there  was  no  legislative  action  looking  to  the  establishment 
of  such  a  school  prior  to  1710.  In  that  year  an  act  was  passed 
"for  the  Founding  and  Erecting  of  a  Free  School,  for  the  use  of 
the  Inhabitants  of  South  Carolina."  Commissioners  were 
appointed  and  were  instructed  to  erect  a  free  school  "for  the 
instruction  of  the  youth  of  this  Province  in  grammar  and  other 
arts  and  sciences  and  useful  learning,  and  also  in  the  principles 
of  the  christian  religion."^  This  was  followed  two  years  later 
by  an  act  passed  June  7,  1712,  entitled,  "An  ACT  for  the 
Encouragement  of  Learning."  By  the  provisions  of  this  act,  a 
master  was  appointed  for  a  grammar  school  in  Charleston  in 
which  "the  Greek  and  Latin  languages"  were  to  be  taught. 
This  master  was  instructed  to  choose  one  usher,  "who  is  impow- 
ered  and  required  to  assist  the  master  aforesaid  in  teaching  the 
languages,  reading,  English,  winting,  arithmetick  or  other  parts 
of  the  mathematicks  as  he  is  capable  to  teach." ^  The  public 
receiver  was  directed  to  pay  an  annual  sum  of  sixteen  pounds 
for  three  years  to  the  master  of  the  parish  of  St.  James,  who  had 


18/(7.,  1782,  ch.  VIII.     (April-June  session.) 
^^  Id.,  1782,  ch.  XXX.     (November-January  session.) 

20  SoLLERS,  Secondary  education  in  the  state  of  Maryland,  in  Steiner,  History 
of  education  in  Maryland,  p.  42. 

"^"^  Laws  of  Maryland,  1787,  ch.  XVIII.     (Maxcy's  revision,  2,  p.  49.) 
22 /d.,  1788,  ch.  VI,  p.  .51. 
23SOLLEKS,  oj).  cit.,  pp.  39-68. 


70  University  of  California  Piihlirofions.         [education 

served  the  imblie  with  great  satisfaction,  ])ut  for  whose  iiiaiii- 
tenance  no  suitable  provision  had  het-n  made. 

This  aet  was  repeak'd  in  the  following  Dcceiiiln'r  by  the 
enactment  of  a  more  general  school  law.  By  the  ])ro visions  of 
this  law,  the  sum  of  one  hundred  pounds  annually  was  appro- 
priated for  the  support  of  a  master  for  the  gi-ammar  school  of 
Charleston.  And  in  case  the  number  of  pupils  in  attendence  was 
so  large  that  an  usher  was  needed,  it  was  i)rovided  that  an  amount 
not  to  exceed  Jifty  i)ounds  ])er  annum  from  the  public  treasury 
should  be  alloAved  for  his  support.  In  recognition  of  such  aid. 
it  was  provided  that  the  master  should  instruct  without  fees  any 
nuinl)er  of  scholars  not  to  exceed  twelve,  to  be  appointed  l)y 
the  school  commissioners.  To  encourage  private  donations  to 
this  school,  any  person  contril)uting  the  sum  of  twenty  i)ounds 
curiTMit  money  was  ])erniitted  to  nominate  any  one  person  to  l>e 
taught  free  for  a  i)eriod  of  tive  years,  or  as  numy  persons  as  the 
number  of  such  amounts  granted,  provided,  the  whole  number 
of  scholars  so  to  be  instructed  without  fees  did  not  exceed 
twenty.  It  was  provided  "as  a  further  and  more  general  encour- 
agement for  the  instructing  of  the  youth  of  this  province  in 
useful  and  necessary  learning"  that  each  master  settled  in  any 
other  ])ai'isli  and  ai)])rove(l  liy  the  vestry  of  such  ]>arisli.  should 
receive  an  annual  sum  of  ten  pounds  from  the  i)ublic  treasury. 
Each  parish  erecting  a  school  building  was  permitted  to  draw 
upon  the  i)ul)lic  ti'casury  to  the  extent  of  twelve  pounds  for  the 
building  of  the  same.' 

The  master  of  the  free  school  of  the  town  of  Dorchester  was 
authorized  in  IT.IG  to  receive*  out  of  the  ])ul)lic  treasury  fifty 
]K)un(ls  proclainal  ion  money,  or  tlie  \alue  tlici'cot'  in  current 
money  of  the  jjrovince,  out  of  the  church  fund  in  the  colonial 
treasury,  in  addition  to  the  use  of  the  school  lands  and  Itnild- 
ings.  For  this  lie  was  required  to  instruct  gratis  ten  poor 
cliildi'cn,  and  as  nian\  more  as  the  commissioners  might  deter- 
mine from  time  to  tinu'  accoi'ding  to  the  salaries  received  b\  the 
instiMictors  in  the  school.' 


I  Staliitex,  II.  II.  :!r_'. 

-  III..  II,  1>I).  .'l7(>-.'t78.      Oiic-liiilt'  I'f  a  leaf  of  the  ori^'inal  act  is  torn  ofl". 

:<  /(/..  i>p.  :t8!»-:!!M;. 

*  III..  IV,  l.|..  'Jll-LM. 


Vol.  3.]  Jones. — Sidie  Aid  io  Serondnrfi  Srhooh.  71 

OTHER    COLONIES 

In  tlie  colonies  where  matters  of  church  and  state  were 
entirely  divorced,  i»ulilic  education  was  much  neglected.  At  tliis 
time  the  school  was  largely  dependent  upon  the  eliurcli  for  its 
existence,  and  where  the  clergy  were  in  civil  power  provisions 
for  education  were  made  matters  of  })ublic  concern.  This  was 
espeeiall.v  true  of  INIassachusetts,  of  Connecticut,  and  of  Maryland. 
Various  influences,  such  as  the  spirit  of  adventure,  the  constant 
shifting  of  the  settlers,  the  difficulties  incident  to  new  territory, 
the  almost  constant  warfare  and  civil  discord,  and  in  some 
l)laces,  the  nature  of  the  settlements  on  the  plantations,  made 
public  free  schools  almost  impossil)le. 

In  Rhode  Island,  the  town  of  Newport  in  1649,  and  the 
proprietors  of  Providence  in  1663,  sought  to  encourage  public 
education  liy  appropriating  small  tracts  of  laud  for  the  use  of 
schools.' 

In  Pennsi/Jraiiia,  among  the  grants  of  land  made  by  William 
Penn  was  one  of  five  thousand  acres  to  Christopher  Taylor,  "a 
man  of  great  learning,  well  versed  in  the  ancient  languages,  and 
a  minister  among  Friends,"  who  was  at  that  time  engaged  in 
teaching  in  England.^  He  soon  afterwards  came  to  Penns.ylvania, 
and  subsequently  set  up  a  school  on  "Tinicum,  (dias  College 
Island."  This  is  said  to  have  been  "without  doubt  the  first 
school  of  high  grade  in  Pennsylvania."'* 


CHAPTER  II 

THE   ACADEMY   PERIOD 

American  schools  are  an  expression  of  social  and  industi-ial 
conditions  in  American  life.  Society  during  the  colonial  period 
was  composed  of  two  nearly  distinct  classes,  nameh',  the  higher 
or  professional  class,  to  whom  was  entrusted  the  management  of 
civic    and    religious    affairs,    and    the  lower    class,    who   were 

1  ToLMAN,  History  of  higher  education  in  Bhode  Island,  p.  25.  United  States 
bureau  of  education,  Cir.  of  Inf.  no.  1,  1894. 

2  WiCKERSHAJi,  A  history  of  education  in  Pennsylvania,  p.  81. 
■■'/(?.,  p.  463. 

Edcc'n.— 6 


72  Unii'prsitif  of  Cnlifoniid  Puhlicdfions.  [Education 

<,n'n<'rally  represented  1)\  a  j^reat  body  of  common  peo])le.  Such 
social  conditions  would  require  two  main  classes  of  schools. 
The  elementary  schools  with  their  limited  allowance  of  the 
"three  R's"  were  sufficient  to  meet  the  needs  of  the  common 
peo])!*',  while  the  colleges  were  indispensable  to  the  preparatitui 
of  a1»lc  leaders  who  should  fill  the  i)laces  occui)ied  by  the  men 
trained  in  the  En<iflish  schools  when  they  had  passed  away.  The 
intermediate  school  had  no  place  in  and  for  itself,  but  was  a 
necessary  means  of  preparation  foi-  the  higfher  schools,  and  was 
rej^arded  as  such.  Xo  i)arti('ular  value  was  attached  to  the 
instruction  offered  in  the  classical  grammar  schools  except  as  a 
necessary  i)rei)aration  for  the  studies  of  the  colleges.  Their 
hold  upon  the  communities  in  whicli  they  were  estaV)lished 
Avas  necessarily  precarious.  Where  the  schools  were  not  liber- 
ally endowed  or  their  support  provided  for  from  sources  other 
tJiau  tuition  fees  or  pulilie  taxation,  their  inaiuteiiaiiee  was  at 
all  times  dou))tful.  Frequent  legislation  was  lu-cessary  in 
^lassachusetts  and  Connecticut  in  order  to  comi)el  the  towns  to 
siipijort  these  schools;  and  tlie  increase  of  the  jtenalty  for 
neglect  failed  to  make  the  towns  comitly  with  tlu'  hiw  requir- 
ing their  maintenance. 

The  movement  toward  democracy  was  accelerated  during  the 
K'evolutionary  pei-iod.  and  finally  resulted  in  the  rise  of  the  niiddh' 
class  in  American  society.  "The  rise  of  the  academies  is  closely 
connected  with  the  rise  of  this  middle  class."  Education  was 
coining  to  be  regarded  as  having  value  for  other  than  utilitai-ian 
ends.  The  academies  superseded  the  colonial  grammar  schools 
because  they  represented  new  ideas  in  American  life.  Advanced 
courses  of  English  stiulies  were  offered  without  regard  to  pi-ei)a- 
i-ation  for  collegiate  instruction,  wliih-  conege-]ti'ei»arator\ 
<'ourses  were  jjrovided  tor  those  intending  to  couiinue  theii- 
studies  in  the  liighei-  institutions.  Like  the  Latin  grammar 
school,  the  academy  was  not  without  English  i)recedent,  although 
it  was  one  of  the  most  distinctly  .\inerii*au  of  the  educational 
institutions  thus  far  establish(>(l  in  this  country. 

There  was  no  atteiiiiit  made  at  unifoi'inity  in  the  grade  of 
instruction  ofVere(|  in  the  se\ci-al  ai*adeinies.  In  the  alisence  of 
an\     adeijuate    .system    of    comnion    si-liools   in     se\fral     of     the 


Vol.  3.]  Jones.  —  Hiale  Aid  fo  Secondanj  Schools.  73 

states,  some  of  tlie  aeadeniies  became  mere  elementary  scliools, 
while  others  eoiitiimed  as  preparatory  schools  for  the  colleges 
and  universities.  In  many  states  they  became  the  reco<>-nized 
agencies  for  the  preparation  of  teachers  for  the  connnon  schools. 
Their  service  in  this  respect  was  ])articularly  recognized  in  New 
York,  Pennsylvania,  and  Wisconsin.  Not  only  were  they  thus 
the  forerunners  of  the  normal  schools,  but  they  were  also  con- 
nected with  the  movement  for  the  establishment  of  female 
seminaries  and  the  provision  for  higher  education  of  women. 
The  period  of  the  academies  may  be  regarded  as  extending  from 
the  Revolutionary  war  to  the  close  of  the  Civil  war.  These 
institutions  were  founded  by  private  initiative  or  were  eccle- 
siastical undertakings,  prompted  by  religious  enthusiasm. 
They  relieved  the  impoverished  communities  of  the  necessity  of 
maintaining  at  public  expense  schools  of  an  intermediate  char- 
acter. Recognizing  their  service  in  the  promotion  of  learning, 
the  newly-formed  states  with  but  little  else  to  give,  at  first  gave 
liberally  of  their  lands  for  the  support  of  these  schools,  and 
when  better  able,  some  of  them  made  liberal  appropriations  of 
money  also. 

MASSACHUSETTS 

By  frequent  modifications  of  the  school  law  of  Massachusetts, 
the  high  standard  of  education  under  public  control  provided  by 
the  law  of  1647  was  gradually  lowered.  The  lawrecpiiring  towns 
of  one  hundred  families  to  support  a  grammar  school  was  changed 
in  1683  by  an  additional  requirement  of  two  such  schools  in 
every  town  of  more  than  five  hundred  families.'  This  was 
changed  in  1789  to  a  requirement  of  such  a  school  in  towns 
of  two  hundred  families,''  and  in  1824,  in  towns  of  five  thousand 
inhabitants,''  and  in  1827  in  towns  of  five  hundred  families.* 
These  later  modifications  were  due  in  a  large  measure  to  the 
upgrowth  of  academies,  which  aimed  to  furnish  such  secondarj* 
instruction  as  would  meet  the  popular  demand  of  the  day. 


1  li'cconla  of  Mussachusi/ftii.  V,  pp.  41-4-11."). 
-Laws  of  Mdssuchiiscffs,  1789,  cli.  XIX. 
3/rf.,  1824,  ch.  CXI. 
^  Id.,  1827.  ch.  CXLIII. 


74  Universifij  of  California   Pahlifalionfi.         [education 

111  17!)7,  a  general  policy  with  reference  to  the  granting  of 
state  aid  to  the  academies  in  the  form  of  pu])lic  lands  was 
adoi)ted.  At  this  time,  a  committee  of  both  houses,  to  wliom 
the  petitions  of  several  academies  for  grants  of  puljlic  lands  and 
the  subject  of  academies  at  large  was  referred,  reported  that  fifteen 
academies  had  been  incorporated  by  the  General  Court,  and  that 
seven  of  these  had  been  endowed  with  liberal  grants  of  public 
lands.*  The  policy  of  the  state  with  regard  to  the  encourage- 
ment of  academies  l)y  sudi  grants  is  declared  in  the  following 
passage  from  the  report  of  the  committee: 

On  a  general  view  of  this  subject,  the  committee  are  of  opinion 
that  the  system  hitherto  pursued,  of  endowing  academies  with  state 
lands,  ought  to  be  continued,  but  with  several  material  alterations; 
first,  that  no  academy  (at  least  not  already  erected)  ought  to  be 
encouraged  by  government  unless  it  have  a  neighborliood  to  support  it 
of  at  least  thirty  or  forty  thousand  inhabitants,  not  accommodated  in 
any  manner  by  any  other  academies,  by  any  college  or  school  answer- 
ing the  purpose  of  an  academy;  secondly,  that  every  such  portion  of 
the  Commonwealth  ought  to  be  considered  as  equally  entitled  to 
grants  of  state  lands  to  these  institutions,  in  aid  of  private  donations ; 
and  thirdly,  that  no  state  lands  ought  to  be  granted  to  any  academy 
but  in  aid  of  permanent  funds,  secured  by  towns  and  individual 
doners;  and  therefore,  previous  to  any  such  grant  of  state  lands,  evi- 
dence ought  to  be  produced  that  such  funds  are  legally  secured,  at 
least  adequate  to  erect  and  repair  the  necessary^buildings,  to  support 
the  corporation,  to  procure  and  preserve  such  apparatus  and  books  as 
may  be  necessary,  and  to  pay  a  part  of  the  salaries'of  the  preceptors.'' 

The  report  showed  that  with  the  addition  of  four  or  five 
aciult'iiiirs,  "ill  tliosc  j»arts  of  the  ('omiiioiiwealth  wlu'i't'  they  may 
be  most  wanted,"  tliere  would  l>e  one  such  school  to  every  twenty- 
five  thousand  inhabitants,  which  was  considered  sufficient  to  meet 
the  dciiiand  for  that  grade  of  instruction.  The  distribution  of 
these  schools,  as  nearly  as  might  be,  so  as  to  accommodate  the 
various  districts  of  the  state,  shows  that  they  were  regarded,  to 
a  considerable  extent,  as  part  of  an  organized  system  of  i)iil)lic 
instruction. 

Of  the  seven  endowed  academies,  six  had  received  one  town- 

■' Fryi'lturK'  (17!»2).  l.-),t)0()  iutl-s;  Berwick  (IT'.H).  Hiillowell  (17i)l),  Wnshinptdn 
Academy  iit  Kast  Miicliifts  |17!»2),  Miirlilflu'iid  (IT'.fJ),  Bristol  Acmh'iiiy  lit  Taunton 
(17D2),  and  Lt-iccstiT  (1784),  one  townsliip  of  iiind  ciicli.  Tin-  Hrst  four  wen-  in 
Miiine. 

"Walton,  Heport  on  aradtiinix,  in  Fm-fulh  ituuutil  rt/nirt  <>/  tlif  hoard  of 
cihtratioti,  Miisxtirlinsftts,  p)).  2(17-208.     Am.  Jmirti.  h'd..  XXX,  pp.  ,")8-r)'.l. 


Vol.  3.]  Jones. — Siate  Aid  to  Secondary  Schools.  75 

shij)  of  land  each.     With  reference  to  the  endowment  of  other 

academies,  the  committee  reported  as  follows: 

To  extend  this  plan  of  a  township  to  each  academy  of  those 
academies  already  allowed,  and  to  those  which  from  local  circum- 
stances may  be  justly  claimed,  would  require  the  jjrants  of  twelve  or 
thirteen  townships  more.  The  committee  thinks  this  number  too  large, 
and  therefore  proposes  half  a  township  of  six  miles  square,  of  the  unap- 
proi>riated  hinds  in  the  district  of  Maine,  to  be  granted  to  each  academy 
having  secured  to  it  the  private  funds  of  towns  and  individual  donors 
before  described,  to  l)e  laid  out  or  assigned  (with  the  usual  reserva- 
tions) by  the  committee  for  the  sale  of  eastern  lands. 

Of  the  eight  academies  that  had  been  incorporated  and  had 
not  been  endowed  by  the  state,  fonr  had  received  a  snfficieut 
endowment  from  towns  and  individnals  to  be  entitled  to  a  grant 
of  one-half  township  of  land,  and  the  fonr  remaining  academies 
were  given  three  years  in  which  to  procnre  an  endowment  of 
three  thonsand  dollars  each,  which  would  entitle  them  to  a  grant 
of  public  lands.  That  the  policy  thus  outlined  was  carried  out 
may  be  seen  from  the  grants  made  to  some  of  the  academies 
established  in  accordance  with  the  conditions  of  the  above  report.^ 

So  rapid  was  the  increase  in  the  number  of  these  schools  that 
by  1840  one  hundred  and  twelve  acts  of  incorporation  had  been 
passed  for  the  establishment  of  academies  in  eighty-eight  towns. ^ 
Several  of  the  proposed  schools  were  never  established  and  many 
others  did  not  long  continue  in  operation.^  About  twenty  of  the 
academies  located  within  the  state  received  grants  of  public  lands. 

MAINE 

The  educational  system  of  Massachusetts  extended  to  the 
province  of  Maine  prior  to  its  organization  as  a  separate  state,  in 

■<  One-half  township  was  granted  to  Milton  Academy  in  J 798.  (Laws  and 
resolves,  1798,  eh.  XLVI. ) 

8 Martin,  Evolntion  of  the  ptthlic  school  system  of  Massachusetts,  p.  121. 

9  Eighty-four  "academies  and  public  schools"  are  enumerated  by  Edwards  in 
the  report  on  Education  and  literary  institutions,  in  American  quarterly  register, 
V,  pp.  288-291,  (183.3).  Twenty-two  schools  are  referred  to  as  having  received  a 
township  of  public  land  each.  The  size  of  the  grant  is  evidently  incorrect,  as  is 
also  the  case  in  the  report  of  Walton,  op.  cit.,  where  some  of  the  schools  are  men- 
tioned as  having  received  one-half  township  each,  which  are  reported  by  the  committee 
in  1797  as  having  received  a  township.  The  number  of  incorporated  academies  in 
operation  at  that  time  is  given  as  seventy-three  in  the  Abstract  of  Massachusetts 
school  returns  for  1838-39,  p.  341. 


76  Unirersiill   of  Califoniitt    PllJ)Jinifi(»is.  [Education 

1820.  By  the  articles  of  separation,  tlie  i)oliey  adopted  by  the 
parent  state  of  reserving  for  educational  and  religions  i)urposes  a 
portion  of  each  township  of  land  transferred  from  pul)lic  control, 
was  made  applicable  to  all  grants  and  sales  of  land  made  by 
Massachusetts  and  Maine/  At  the  time  of  the  admission  of 
Maine  into  the  union,  twenty-five  academies  had  lieen  incor- 
porated within  her  ])orders,^  and  had  received  as  an  endowment 
253,980  acres  of  wild  lands.' 

The  constitution  of  LS20  made  it  the  duty  of  the  legislature  to 
promote  the  further  establishment  of  such  schools  and  to  encour- 
age them  by  such  endowments  as  the  circumstances  of  the  people 
of  the  state  Avould  admit.  The  following  article  is  worthy  of 
note  as  containing  the  i)rinci])les  that  have  guided  in  su])se(|uciit 
legislation  in  matters  relating  to  secondary  schools: 

A  f,'eneral  diffusion  of  the  advantages  of  education  being  essential 
to  the  promotion  of  the  rights  and  lilierties  of  the  people ;  to  promote 
this  important  object,  the  Legislature  are  authorized,  and  it  shall  be 
their  duty  to  require,  the  several  towns  to  make  suitable  provision,  at 
their  own  expense,  for  the  support  and  maintenance  of  public  schools; 
and  it  shall  further  be  their  duty  to  encourage  and  suitably  endow,  from 
time  to  time,  as  the  circumstances  of  the  people  may  authorize,  all 
academies,  colleges  and  seminaries  of  learning  within  the  State:  Pro- 
vided, That  no  donation,  grant  or  endowment  sliall  at  any  time  be 
made. by  the  Legislature,  to  any  Literary  Institution  now  established, 
or  which  may  hereafter  be  established,  unless,  at  the  time  of  making 
such  endowment,  the  Legislature  of  the  State  shall  have  the  right  to 
grant  any  further  powers  to,  alter,  limit  or  restrain  any  of  the  powers 
vested  in,  any  such  literjiry  institution,  as  shall  be  judged  necessary 
to  i)roniote  the  best  interests  thereof. ^ 

That  the  ])olicy  thus  ])roposed  was  carried  out  is  very  evident 
from  the  fact  that  between  1820  and  18,11   fortv-four  academies 


'  See  pajre  58.  This  policy  was  continucil  in  Maiuf  ilown  to  1828,  when  tlie 
state  licgan  to  reserve  1,000  acres  in  each  township,  "to  be  appropriated  to  sudi 
liul)lic  uses,  for  tlie  exchisivc  benefit  of  such  town,  as  tlie  Legislature  nuiy  lii-re- 
iiftcr  ilircct."     (Lair.i  of  Maine,  1828,  eh.  CC'CXCIIl,  sec.  4.) 

-  EdwakijS,  KdttcaUon  and  literary  instiiittintiK,  in  American  (jitarterly  ret/is- 
ter,  V,  pp,  275-277. 

.Stktson,  yl  shulij  of  the  hixtoi-ji  of  education  in  Maine  and  the  evolution  of  our 
prexent  school  .si/xleni,  p.  Ki.  Tills  sludii  is  published  in  the  Maine  school  report, 
1901. 

■'Id.,  p.  8.1. 

*  Maiuf  Constitution,  Art.  VIII.  Tlie  lejrishitures  of  recent  years  have  fre- 
i|u<-iitly  iuii>()seil  various  coinlitiotis  upon  the  state-aided  schools.  See  discussion  of 
aid  til  tin-  \i\fih  schools  of  ."\Iiiinc,  chapter  III  nf  tliis  publication. 


Vol. 3.]  Joufs. — Staff  Ai(l  to  S('cn)i(](ir!/  Schools.  77 

were  chartered,  receiving  from  the  state  332,980  acres  of  land 
and  $20,000  in  money  for  their  sn])i)ort.  The  state  grants  liad 
reached  $230,000  in  187G,  and  the  nnndier  of  academies  had 
increased  to  nearly  one  huudi'ed/  Of  the  many  states  that  made 
so  favorable  a  beginning  in  the  matter  of  promoting  secondary 
instrnction  in  private  academies  by  extending  state  aid  for  their 
support,  only  three  states,  Maine,  New  York,  and  Maryland,  have 
coiitiiiiK'd  this  i)()liey  down  to  the  present  time,  1903. 

NEW   YORK 

After  the  withdrawal  of  the  colonial  subsidy  to  the  Latin 
school  in  the  city  of  New  Y(n-k  in  1738,'  such  secondary  schools 
as  existed  in  the  colony  dow^n  to  the  close  of  the  Revolutionary 
war,  except  the  grammar  school  of  King's  College  (1763), 
must  have  been  conducted  as  private  enterprises,  without  support 
from  public  funds.  But  after  the  turbulent  wars  of  the  second 
half  of  the  eighteenth  century  had  passed,  and  private  academies 
had  begun  to  be  established  in  the  state,  immediate  steps  were 
taken  for  their  encouragement,  and  lil)eral  grants  of  puldic  lands 
and  appropriations  of  public  funds  were  made  for  their  sui)port. 

The  University'  of  the  State  of  New  York  was  established  in 
1784,  and  in  its  organization  was  made  to  include  all  secondary 
schools  in  the  state,  whether  public  or  private.^  Numerous 
academies  were  founded  al)out  this  time,  and  in  the  absence 
of  any  adequate  system  of  public  schools,  these  institutions 
furnished  much  of  the  elementary  as  well  as  secondary  instruc- 
tion in  the  state.  In  a  committee  report  to  the  regents,  in  1787, 
it  was  urged  that  the  disadvantages  under  which  these  schools 
were  placed  by  reason  of  their  dependence  upon  private  benev- 
olence ought  to  be  removed.'^  Steps  were  accordingly  taken  for 
providing  a  subsidy  from  the  state,  but  not  withont  proper 
precaution    against    the    unwise    expenditure    of    public    funds. 

■'Stetson,  op.  cit.,  pp.  83-86.  Am.  Journ.  Ed..  XXIV,  p.  259  foot-note.  Four 
academies  were  granted  half  a  township  of  land  each  between  1820  and  1828.    • 

1  See  page  65. 

-Laws  of  tenth  session  (folio),  LXXXII.  Laws  of  seventh  session,  cb.  LI. 
The  .several  acts  relating  to  the  establishment  of  the  University  of  the  State  of  New 
York  are  given  in  Hough's  Historical  and  sftitisficul  record,  pp.  42-62. 

•'Quoted  1)y  Butler,  in  Hough's  ffistoriral  and  statistical  record,  p.  27. 


78  University  of  California   Pahlicdiinns.  [Education 

Each  academy  chartered  by  the  regents  was  obliged  to  furnish 
satisfactory  evidence  of  a  sufficient  endowment  to  i)rovide  a 
suitable  building  and  to  meet  a  part  of  the  current  expenses  of 
the  school,  and  to  have  a  sufficiently  large  community  dependent 
upon  it  for  educational  advantages  without  encroaching  upon 
the  territorj'  of  a  previously  incorporated  institution/ 

To  provide  a  revenue  for  the  support  of  schools  and  for  the 
jiropMj^-ation  of  the  gosjx'l,  a  system  of  land  reservations  was 
instituted.  In  May,  1784,  a  Board  of  Commissioners  of  the 
Land  (Jtliee  was  created  and  directed  to  la^"  out  all  unappropri- 
ated lands  into  townships  six  miles  square,  in  each  of  which  a 
lot  of  three  hundred  acres  was  to  be  reserved  for  the  use  of  a 
minister  of  the  gospel,  and  another  of  six  hundred  and  ninety 
acres  "for  a  school  or  schools."  A  second  act  was  passed  in 
M.i\,  17S(),  ''for  the  speedy  Sale  of  the  unai)proi)riated  Lands" 
within  this  State.  This  in-ovided  for  the  laying  out  of  all  unaj)- 
propriated  lands  into  townships  ten  miles  square,  in  each  of  which 
one  lot  of  six  hundred  and  forty  acres  was  to  be  marked  "  Gospel 
and  Schools,^'  and  another  of  the  same  size  "/or  proitiofinr/  Litera- 
ture."" Ten  towns  in  the  northern  ])art  of  the  state  were  set 
ai)art,  without  reservations,  for  educational  purposes.  The 
sections  reserved  for  the  gospel  and  schools  l)ecame  the  l)asis  of 
the  common  school  fund  of  the  state,  while  those  set  apart  for 
the  promotion  of  literature  were  reserved,  to  be  applied  as  the 
legislature  might  direct,  for  the  encouragement  of  learning 
tlu-oughont  the  state.  Fi-oin  this  reservation,  grants  of  land 
were  made  to  the  early  academies,  and  fi'om  the  sales  of  a  i)ortion 
of  the  land  thus  resei-ved,''  the  Literature  Fund  for  the  encour- 
agement of  secondary  schools  was  founded  in  1818. 

As  early  as  1790,  the  legislature  authorized  the  regents  to 
lease  out  certain  state  lands  and  to  ai)i)ly  the  revenues  to  the 
aid  of  the  colleges  and  academies.'  In  April,  1792,  the  legisla- 
ture api)roi)riated  the  sum  of  fifteen  hnndred  pounds  annnally 
for  a  i)eriod  of  live  years,  for  the   jiurixtse  of  encouraging  the 


■•  IIol-OH.  <•/,.  ril..   ],\>.    KHf-lll. 

•'Laws  of  ninth  xexxion,  cli.  LX\'1I,  ]>.  li.'fO. 

"Hough,  op.  eit.,  p.  84. 

"  Lfiw.i  of  1700,  cJi.  :!8.     Gftenlidf,  II.  .ilC. 


Vol.  3.1  Jones. — state  Ai(J  to  SecotuJarn  Schools.  79 

academies/  This  sum  was  to  l)e  distributed  by  the  regeuts 
"in  such  pv()])ortioiis,  and  to  l)e  ai)proi)riated  in  such  manner 
as  they  shall  judge  most  beneficial,,  for  the  several  academies, 
and  most  adventageous  to  literature.""  It  was  apportioned  to 
ten  academies  in  the  following  year,  in  amounts  ranging  from 
$215  to  $515,  according  to  the  needs  of  the  several  schools, 
and  to  twelve  academies  in  1794/"  Beginning  with  Johns- 
town Academy  in  179G,  literature  lots  were  granted  from  year 
to  year  to  various  academies/^  In  1801,  an  act  was  passed, 
entitled,  "An  A(;t  for  the  promotion  of  literature,"  in  which 
provision  was  made  for  four  successive  lotteries  of  $25,000  each. 
Of  this  sum,  $12,500  was  to  be  paid  to  the  regents  to  be 
distributed  among  the  academies.'" 

To  provide  a  permanent  fund  for  the  support  of  the  academies, 
the  Commissioners  of  the  Land  Office  were  directed  in  1813  to 
sell  military  and  other  lands,  and  to  invest  the  proceeds  as  a 
fund,  whose  income  the  regents  were  authorized  to  apportion  to 
the  academies  in  such  manner  "as  in  their  judgment  shall  be 
just  and  equitable."''^  A  general  regulation  was  made  in  1817 
that  the  distribution  of  the  income  of  this  fund  should  be  made 
upon  the  basis  of  the  number  of  students  pursuing  the  branches 
of  study  preparatory  to  admission  to  "well-regulated  colleges."" 
This  fund  was  increased  in  1819  by  an  addition  of  $26,690  out 
of  arrears  of  quit-rents.'''  In  1827,  an  act  was  passed,  entitled, 
"AX  ACT  to  provide  permanent  funds  for  the  annual  appropria- 
tion of  Common  Schools,  to  increase  the  Literature  Fund,  and 
to  Promote  the  Education  of  Teachers."  By  this  act  securities 
to  the  amount  of  $150,000  then  belonging  to  the  Canal  Fund 
were  conveyed  to  the  state,  in  payment  of  so  much  canal  stock 


8  Thi.s  annual  appropriation  amounted  to  $;!,750. 

9  Laws  of  New  York,  fifteenth  session,  ch.  LXIX,  sec.  2. 

10  Hough,  op.  cit.,  ch.  XX.  A  summary  of  the  appropriations  made  to  the 
academies  by  the  regents  upon'  the  basis  of  attendance  from  1793  to  1813  is  given 
in  this  chapter. 

^i-Laivs,  1800,  ch.  112;  1813,  ch.  119;  1814,  ch.  71,  200;  1822,  eh.  10;  1825,  ch. 
266;  6826,  ch.  308,  etc. 

i2iaws,  1801,  ch.  53,  (Hough). 

i3irtws,  1813,  ch.  187. 

1*  Butler,  in  Hough's  Historical  and  statistical  record,  p.  31. 

^^Laws,  1819,  ch.  222,  sec.  31. 


80  University  of  Cdlifoniia   Piihlirafious.  [editation 

owned  ]>y  the  state.     This  amount  was  added  to  tlic  Litrrature 
Fund,  to  be  used  as  follows: 

.  .  .and  the  income  thereof  shall  be  subject  to  the  control  of  the 
regents  of  the  university,  upon  condition  or  in  addition  to  any  other 
condition  the  regents  may  prescribe,  that  the  said  regents  shall  annu- 
ally distril)ute  the  whole  income  arising  from  the  fund  now  under 
their  control,  as  well  as  that  hereby  added,  among  the  incorporated 
academies  and  seminaries  of  this  state,  other  than  colleges,  which  are 
subject  to  the  visitation  of  the  said  regents,  or  which  shall,  within  one 
year,  by  a  valid  corporate  act,  place  themselves  under  the  visitation  and 
control  of  the  said  regents,  to  the  same  extent  as  the  academies  incor- 
porated by  them,  which  distribution  shall  be  made  in  proportion  to  the 
number  of  pupils  instructed  in  each  academy  or  seminary,  for  six 
months  during  the  preceding  year,  who  shall  have  pursued  classical 
studies,  or  the  higher  branches  of  English  education,  or  both;  and 
that  no  pupil  shall  be  deemed  to  have  pursued  classical  studies,  unless 
he  shall  have  advanced  as  far  at  least  as  to  have  read  the  first  book  of 
the  Eneid  of  Virgil  in  latin ;  and  no  student  shall  be  deemed  to  have 
pursued  the  higher  branches  of  an  English  education,  unless  he  shall 
have  advanced  beyond  such  knowledge  of  common,  Anilgar  and  decimal 
arithmetic,  and  such  proficiency  in  English  grammar  and  geograjthy, 
as  are  usually  obtained  in  common  schools."' 

To  enalde  the  ref»;ents  to  make  siieh  distrilmtion.  they  were 
em])owei-e(l  to  re(|uire  annual  i-eturns.  to  l)e  nuide  on  oath  of  the 
l)rinei])al  iustruetoi-  in  any  aeademy  or  seminary  or  of  one  of  the 
trustees  thereof,  in  such  form  as  the  reijents  might  preseril)e, 
eontaining  the  names  and  ages  of  all  i)ui)ils  instructed,  and  the 
time  each  ])U])il  was  in  attendance  and  the  ))rogi*ess  made  in  the 
various  studies.''  Meanwliile  the  nnmhei-  of  academies  had  ])een 
rai)idly  increasing.  Nineteen  such  institutions  liad  been  ineor- 
liiii-ated  by  bsOO,  and  t'orty-eiglit  addit  ional  ehartei-s  were  granted 
in  the  next  twenty  years;  but  not  all  of  the  schools  were  able  to 
I'omply  with  the  re(|uii-(Mnents,  so  that  only  thirty  academies 
repoited  tor  and  reeeixcd  a  share  of  the  Literature  Fund  in  1S2(). 
In  the  next  ten  yeai's,  t'ort\'  additi<»nal  eharters  were  granted  to 
a<'ademies  by  the  legislature,  in  most  of  which  no  conditinns 
wei-e  imi)osed  ui)on  the  institutions.'"' 

The  Ixevised  Statutes  which  went  into  etVect  in  ISiJO  ])i-(i\i(lcd 
that  tlie  distrilmtion  of  the  incume  ot  the  literature  Fund  should 


'«/,(nr.-(,  1827,  cli.  L'l'^.  sec.  :t. 

'"  fil.,  SCO.  4. 

"*  Hi'll.KK,  ill  HoliiU's  l/i.stiiriifil  nnil  stiilistir<il  nrord,  i>p.  27-28. 


Vol.  3.1  Jones. — Si((te  Aid  1o  Scroiuhiri/  Schools.  81 

bo  made  in  eriual  aiiionnts  to  the  eij^'lit  senatorial  districts,'"  and 
to  the  schools  within  the  districts  upon  the  basis  provided  in  the 
act  of  1827.  This  method  of  distribution  by  which  each  sen- 
atorial district  received  the  same  amount  regardless  of  the 
number  of  schools,  although  iilainly  unjust,  was  continued  until 
the  adoption  of  the  Constitution  of  1847,  when  a  return  was 
made  to  the  former  method  of  distributing-  the  annual  subsidy  to 
the  schools  of  the  state  upon  the  basis  of  the  number  of  students 
in  each  who  were  i)ursuing  classical  or  advanced  English 
studies."'^ 

Special  grants  for  the  purchase  of  books,  ma])s  and  globes, 
and  philosophical  apparatus,  had  been  made  from  the  very  origin 
of  the  academy  system,  but  it  was  not  until  1834  that  the  legal 
provision  was  made  for  a  regular  apportionment  to  the  schools  for 
this  purpose.  In  that  year  it  was  provided  that  $12,000  of  the 
revenue  of  the  Literature  Fund  should  be  annually  distributed  by 
the  regents  to  the  academies  and  schools,  "which  moneys  shall 
be  exclusively  appropriated  and  expended  by  the  trustees  of  such 
academies  and  schools  respectively,  towards  paying  the  salaries  of 
tutors."'^  Out  of  the  income  in  excess  of  that  amount,  a  sum  not 
to  exceed  $250  was  to  be  apportioned  to  each  academy  for  the 
purchase  of  supplies,  as  follows: 

Any  portion  of  the  excess  of  the  literature  fund  over  the  sum  of 
twelve  thousand  dollars,  may,  in  the  discretion  of  the  regents,  be 
assigned  to  any  academy  or  school  subject  to  their  visitation,  and  sub- 
ject to  such  rules  and  regulations  as  they  may  prescribe,  for  the  pur- 
chase of  text  books,  maps  and  globes,  or  philosophical  or  chemical 
apparatus ;  such  sum  shall  not  exceed  two  hundred  and  fifty  dollars 
in  anyone  year.  But  no  part  of  the  said  excess  shall  be  actually  paid 
over,  unless  the  trustees  of  the  academy  or  school  to  which  it  is  to  be 
appropriated  shall  raise  and  apply  an  equal  sum  of  money  to  the 
same  object.-'- 

The  academies  had  for  many  years  been  regarded  as  the  nat- 
ural agency  for  the  preparation  of  teachers  for  the  common  schools 
of  the  state."  Mention  was  made  in  the  act  of  1827  of  a  purpose 
"to  i)romote  the  education  of  Teachers,"  and  the  provision  that 

^'•>  Jievised  statutes,  ch.  1,5,  art.  I,  title  1,  sec.  23, 
2«  £««•«,  1847,  ch.  258. 
2i2/«ifs,  1834,  ch.  140,  sec,  1, 
-~  Id.,  sec.  2. 

-'•^  Segeiits'  report,  IS'.l'l. 


82  Universifi/  of  Cnlifornin   PnhHcaiions.         [educatios 

l)upils  pursuin<?  the  higher  English  studies  should  be  counted  in 
the  number  of  students  qualified  to  draw  public  funds  was  made 
to  encourage  the  attendance  of  students  preparing  to  teach,  and 
to  induce  academies  to  provide  suitable  courses  of  study  for 
siicli  ])ni)ils.  But  it  was  not  until  1884  that  a  distinct  appro- 
j)riation  was  made  for  this  ])uri)ose."*  A  surplus  of  the  revenue 
of  the  Literature  Fund,  (after  distributing  $12,000  to  the  acad- 
emies), amounting  to  $10,040.76  was  available  for  this  purpose. 
Of  this  sura,  $000  was  appropriated  for  the  establishment  of  a 
department  for  the  preparation  of  teachers  in  an  academy  in  each 
of  the  senatorial  districts,  and  the  remainder  of  the  annual  income 
was  api)ortioned  in  cfpial  shares  to  these  schools  for  the  mainte- 
nance of  such  dci)artmcnts."'  With  the  increase  of  funds  after 
the  addition  of  a  portion  of  the  annual  income  of  the  United 
States  deposit  of  1836,  the  number  of  schools  authorized  to  estab- 
lish and  maintain  teachers'  classes  was  doubled,  and  numerous 
othci-  api)lications  were  made  for  like  recognition.'*^ 

In  the  distri])ution  of  the  surplus  in  the  national  treasury,  in 
1836,  New  York  received  as  her  share  $4,014,r)'jo.71.  and  was  one 
of  the  eight  states  to  apply  this  fund  solely  to  education."' 
By  an  act  entitled,  "AN  ACT  to  appropriate  the  income  of  the 
United  States  deposit  fund  to  the  pur]>oses  of  education  and  the 
diffusion  of  knowledge,"  passed  A])ril  17,  ISoS.  flic  sum  of  $28,000 
of  the  iiiconif  of  this  fund  was  annually  paid  over  to  the  the 
Litcraturt'  Fund,  which  together  with  the  annual  sum  of  $12,000 
from  the  income  of  that  fund,  was  distributed  to  the  academies 
in  the  several  senatorial  districts."  Each  academy  receiving  a 
share  of  ]mblic  money  efjual  to  $700  i)er  annum  was  required 
to  establish  and  nuiintain  in  such  academy  a  dei)artment  for 
the  insti-uction  of  coiiinioii  scliool  teachers,  as  a  condition  of 
receiving  its  share  of  Ihe  state  subsidv."' 


■^*  Litwx,  18:14.  c-h.  241. 

■-'■'' Hoi'dH,  o;>.  cit.,  pp.  .■).'t8-r):{9. 

■-«  Id.,  p.  .')4«. 

'-"  Aliibiinia,  Di'liiwari',  Kcnturky,  .Missouri,  New  York,  <)lii<>,  Hliodf  Ishiml.  ami 
V'trnioiit  H]>plic<l  tin-  wholi'  of  tlir  ninoiiiit  n'ci'ivt'il  to  I'diu-ation,  while  ConiU'cticut. 
<T('orf;ia,  Illinois,  Iiuliiina,  Miiryliuid,  North  Canilinu,  luid  South  Carolina  applied  a 
part  of  the  amount  to  this  object. 

■-'*  Lawn,  18:t8,  eh.  2:t7. 

-■"  III.,  see.  <». 


Vol.. 3.]  Jones. — St<(fe  Aid  io  Sccomhiry  Schools.  83 

The  course  of  study  for  these  departments  was  made  to  (!over 
two  terms  of  four  months  each,  for  three  years ;^°  and  in  1841,  it 
was  provided  that  no  male  pupil  under  eighteen  years  of  age,  nor 
any  female  under  sixteen,  be  admitted  into  these  departments,  and 
all  candidates  were  required  to  practice  teaching  in  the  presence 
and  under  the  direction  of  the  preceptor  of  the  school,  and  to 
make  a  written  agreement  to  teach  for  a  period  of  one  year  after 
leaving  the  department. ^^  With  the  establishment  of  the  normal 
school  at  Albany,  in  1844,  the  portion  of  the  income  of  the 
Literature  Fund  which  had  been  api)ropriated  to  the  suport  of 
departments  for  the  instruction  of  teachers  for  the  common  schools 
was  for  a  time  diverted  to  the  support  of  that  institution.'^'  A 
general  demand  was  made  for  the  return  of  state  aid  to  the 
academies  for  the  support  of  these  departments,  and  in  1849,  an 
act  was  passed  authorizing  the  regents  to  pay  the  sum  of  $250 
annually,  for  two  years,  to  one  or  more  academies  in  each  county 
of  the  state,  as  the  regents  might  designate,  provided  such  instruc- 
tion was  given  for  four  months  in  each  of  the  years  specified  to 
a  class  of  at  least  twenty;  but  no  county  was  permitted  to  receive 
more  than  $250  for  this  purpose  in  one  year.^^  Forty-two  acad- 
emies gave  instruction  to  such  classes  in  1850,  but  only  seventeen 
had  met  the  requirements.  The  Literature  Committee  of  the 
Senate,  to  whom  the  matter  of  granting  relief  to  the  schools  that 
had  failed  to  meet  the  conditions  set  down  by  the  law  had  l)een 
referred,  granted  to  each  such  school  its  proportionate  share, 
amounting  to  twelve  and  one-half  dollars  per  pupil. ^*  This  sum 
was  made  the  regular  amount  each  academy'  was  entitled  to 
receive  for  teachers'  classes  in  1851.^"  In  the  following  year, 
this  sum  was  reduced  to  ten  dollars  per  pupil, ^"^  and  in  1853  the 
total  annual  appropriation  for  this  purpose  was  fixed  at  $18,000." 

The  number  of  pupils  to  be  instructed  in  these  classes  was  lim- 
ited to  twenty-five,  and  soon  afterwards  to  twentj'.'^*'    The  annual 

■"'Jtegents'  report,  183."),  pp.  113-118. 

31  Hough,  op.  cit.,  p.  549. 

■*2  /(/.,  p.  555. 

33 /fZ.,  p.  556. 

31  Id.,  pp.  557,  558. 

■^^Laws,  1851,  chap.  536. 

■">L(iws,  18.52,  ch.  235. 

'■i'  Laws,  18.53,  ch.  402. 

38 Hough,  op.  cit.,  ch.  XXVI. 


84  Uiiicersif!/  of  CaJiforniti   Piihlicufions.         [edccation 

jipiti-oiiriatioii  for  sni)plies  was  fixed  at  $.'].00()  in  LS.")!.'''*  The 
annual  exi)en(litures  of  the  state  for  this  purpose  have  ranged 
from  a  littk*  k'ss  than  twelve  hundred  dollars  to  nearly  six  thousand 
dollars,  with  no  uniformity  in  the  amounts  granted,  as  these  have 
depended  entirely  upon  the  amount  raised  liy  the  several  schools/" 
I>ut  the  amount  ai>i)ortioned  was  freipiently  in  exeess  of  the 
$-').()()0.  As  this  amount  was  not  sunicicnt  to  allow  each  school 
to  share  annually  in  its  (lis1ril»utiou,  no  school  was  jtermitted  to 
receive  more  than  $ir)0  in  any  one  year  for  supplies,  and  sueh 
grants  were  restrieted  to  alternate  years.  In  18G0,  the  Literature 
Fund  ain(mnted  to  $269. i).")!).  At  the  time  of  the  establishment 
of  academical  dcpjii-t incuts  in  the  union  schools  in  1S()-1-.  there 
was  annuali\  ajiportioned  to  the  academies  $12,000  of  the  income 
of  the  Literature  Fund,  $28,000  of  the  income  of  the  United 
States  deposit  of  1836,  together  with  $3,000  out  of  the  same 
fund  for  the  purchase  of  sup])lies,  and  $18,000  for  the  support 
of  teachers'  classes,  or  a  total  of  $61,000.  A  further  summary 
of  ai^portionments  Avill  be  given  under  the  discussion  of  the 
present   system   of  aid   to   tlie  secondary  schools  of  New  Yoi-k/ 

rEXNSYT.VAXIA 

The  provisional  constitution  of  Pennsylvania,  framed  in  1776. 
required  the  legislature  of  the  state  to  establish  in  each  county  a 
school  or  schools  "for  the  convenient  instruction  of  youtli.  with 
such  salaries  to  tlu'  masters.  \r,\'u\  by  the  public,  as  may  enable 
tlx-ni  to  instruct  youtli  at  low  prices,"  and  to  encourage  and  i)ro- 
niote  all  useful  learning  "in  one  or  more  universities."'  After 
much  (lela\'  and  iiiaii\'  jjroposed  clianges,  the  educational  pro- 
visions of  the  constitution  of  17!)0  wei-e  agreed  to  as  foll<>ws: 

Section  1.  The  legisliiture  sliall,  lis  soon  as  eonvcniently  may  he, 
jnovide  hy  law  for  the  estahlishment  of  schools  tliroufjliout  the  State, 
is  snt'li  manner  that  the  poor  may  be  tauglit  (/nitis. 

Section  'J.  The  arts  and  sciences  sliall  l>e  promoted  in  one  or  more 
seminaries  of  leaniiiii^.- 


■'»  Liiivx.  1851.  cii.  :.;!(;. 
'" H()i(jn.  «//>.  (•//..  i>.  ."iiM. 

^1  See  chiiiitrr  ill. 

'  ('onslitiitinii  of  177(>.  Jill.  \l,l\'.      iliniai,  ('<iii.ililiitii>niil  />nirisli>)i.i. 

••!  Cinislihitinii  of  IT'.Mi,  ui-l.  \!l. 


Vol.  3.]  Jonex. — Sitaie  Aid  fo  Scroitddrt/   Schools.  85 

These  i)i-(>visi()iis  were  retained  in  tlie  eonstitution  as  amended 
in  18-38,  and  eontinued  as  the  only  constitutional  provisions 
relating  to  education  up  to  the  amendment  of  the  eonstitution 
in  1873. 

The  type  of  school  provided  for  in  the  constitutions  of  177G 
and  1790  had  as  its  model  the  Friends'  Public  School  in  Phila- 
deli)hia,'  and  an  effort  was  made  to  encourage  the  establishment 
of  advanced  schools  of  this  character  in  each  county  in  the 
state.  Between  1783  and  the  adoption  of  the  constitution  of 
1790,  seven  secondary  schools  of  this  type  had  been  chartered, 
six  of  which  received  grants  of  public  lands  ranging  from  five 
thousand  to  ten  thousand  acres  each.  Eleven  colleges  and  sixty- 
one  academies  or  "public  schools"  of  a  secondary  grade  were 
incorporated  between  the  close  of  the  Revolutionary  war  and  the 
establishment  of  a  system  of  free  public  schools  in  1834.  Nine 
of  the  eleven  colleges  and  all  but  four  of  the  academies  received 
grant  of  public  lands  or  money,  or  both,  and  w^ere  required  in 
return  to  furnish  free  instruction  to  a  specified  number  of 
indigent  children,  generally  from  three  to  ten  in  each  school.^ 
The  first  grant  of  money  was  made  in  1797,  when  a  grant  of 
$3,000  was  made  to  Washington  Academy.  This  was  followed 
the  next  year  by  a  grant  to  $5,000  to  Pittsburgh  Academy  and 
$4,000  to  the  Academy  and  Free  School  of  Bucks  County. 
Later  grants  varied  from  a  few  hundred  dollars  to  seveial 
thousand  dollars  each,  but  the  usual  grant  was  $2,000  to  each 
institution  of  secondary  grade. 

The  attempt  to  maintain  a  prosperous  sj'stem  of  secondary 
schools  and  colleges  without  the  necessary  foundation  of  an  ade- 
quate system  of  elementary  schools  soon  proved  a  failure.  More 
than  a  hundred  thousand  dollars,  besides  about  forty  thousand 
acres  of  land,  had  been  granted  to  the  academies  l)efore  1821.  At 
that  time.  Governor  Findlay  called  the  attention  of  the  state 
to  the  \ery  meagre  returns  from  this  investment.  During  the 
agitation  accompanying  the  effort  to  establish  a  state  system  of 


•' WiCKERSHAM,  A  hLsfori/  of  ('(hicalion  in  Pennsijlvunia ,  p.  381-.'i82. 

■*  Id.,  pp.  377-380.  A  table  of  the  schools,  the  date  of  incorporation,  the  amount 
received  by  each  from  the  state,  and  the-number  of  poor  children  each  was  required 
to  instruct  free  is  given  on  pp.  397-3'.)8  of  Wickkrshaxi'.s  Ilistonj. 


86  University  of  CaUfornid  Pi(blir(ifions.         [EnucAxioN 

comiiioii  s<hools,  the  ('f)iulitioii  and  efficiency  of  the  academies  was 
repeatedly  brought  to  the  attention  of  the  jiublic.  By  tlie  endow- 
ment of  these  institutions,  with  the  provision  that  a  numl)cr  of 
poor  children  be  instructed  free,  many  regarded  tlic  constitutional 
pr(»visi()iis  as  having  been  fully  couiijlicd  with,  while  others  held 
that  the  invidious  distinction  l)etween  the  citizens  of  a  state  tluit 
required  some  to  be  publicly  regarded  as  paupers  in  order  to  be 
qualified  to  receive  the  benefits  of  free  education  was  inimical  to 
the  commonwealth.  It  was  found  that  of  the  forty-four  or  forty- 
five  academies  nf)minally  in  existence  nearly  all  had  fallen  to  the 
grade  of  common  schools,  and  l)ut  few  were  fit  schools  for 
the  preparation  of  teachers  for  the  elementary  schools. ■" 

In  a  communication  to  the  constitutional  convention,  in 
1887,  Dr.  Burrowes,  Secretary  of  the  Commonwealth,  nuikes  the 
following  estimate  of  the  amount  of  aid  granted  to  the  academies 
and  tile  j^eiicral  i-esuit  of  the  effort  to  maintain  such  a  system  of 
schools  at  tiiis  time: 

Academies  in  forty-five  counties  have  from  time  to  time  received  aid 
from  the  State,  sometimes  in  money,  generally  in  the  proportion  of  two 
thousand  dollars  to  each  county,  amounting  to  one  hundred  and  six 
thousand  nine  hundred  dollars,  and  sometimes  in  land  whose  value  it  is 
difficult  to  estimate,  but  supposed  to  be  worth  at  least  one  hundred 
and  thirty- five  thousand  dollars,  making  a  gross  amount  of  aid  to 
Academies  of  two  hundred  and  forty-one  thousand  dollars.  It  is 
believed  that  no  grants  have  ever  been  made  by  the  State  with  less 
general  good  effect  than  those  to  Academies.  It  seems  to  have  been 
intended  to  endow  one  strong  institution  of  this  kind  in  each  county, 
as  a  kind  of  radiating  point  in  the  county  system  of  education ;  but 
the  project  has  proved  nearly  a  total  failure." 

An  act  to  establish  a  general  system  of  eduealiitn  l»y  common 
schools  was  approNcd  on  the  lirst  of  Ai)ril,  1S;{4,  was  modilied 
the  following  year,  and  fui-thcr  modified  three  years  later  by  the 
passage  of  an  act  to  consolidate  and  amend  the  two  previt)us 
acts."  Provision  was  made  at  this  time  for  systematic  aid  to  the 
colleges,  academies,  ami  female  sciiiinai'ies.  The  colleges  and 
academies  had  failed  for  want  of  i)roi)er  elementary  schools; 
now  that  a  system  of  elementary  schools  had  l)een  i)rovided,  the 

•'•  Kxtract  from  reports  cittMl  l)y  Wk'kkksuam. 

"  /</.,  p.  :»84. 

"  Liiirx  iif  /'i  ntisi/lriniiii.  Ihltl,  no.  Id'J. 

"  Id.,  IK{7-:!H,  no.  fiT. 


Vol..  3  ]  Ji»irs.  —  Sfafr   Aid  fo   Second (O'H   SrJioo/s.  87 

iiKstitutions  of  secoiidai-y  and  lii^'lici'  ('ducation  whtc  to  be  oivcu 
anotlicr  trial  with  an  animal  snhsidy  from  the  state: 

To  ciicournti'c  the  Arts  and  SciciK-es,  promoto  tlie  teaching?  of 
useful  knowledge,  and  support  the  Colleges,  xVcademies  and  Female 
Seminaries  within  this  commonwealth,  there  hereby  is  appropriated 
and  shall  annually  be  paid  to  the  said  Colleges,  Academies  and 
Female  Seminaries,  in  equal  quarterly  payments,  the  sums  following 
to  wit:  to  each  University  and  College  now  incorporated,  or  which 
may  be  incorporated  by  the  legislature,  and  maintaining  at  least  four 
professors,  and  instructing  constantly  at  least  one  hundred  students, 
one  thousand  dollars;  to  each  Academy  and  Female  Seminary,  now 
incorporated,  or  which  may  be  incorporated  by  the  legislature,  main- 
taining one  or  more  teachers,  capable  of  giving  instruction  in  the 
Greek  and  Roman  classics,  mathematics,  and  English,  or  English 
and  German  literature,  and  in  which  at  least  fifteen  pupils  shall 
constantly  be  taught  in  either  or  all  of  the  branches  aforesaid,,  three 
hundred  dollars;  to  each  of  said  Academies  and  Female  Seminaries, 
where  at  least  twenty-five  pupils  are  taught  as  aforesaid,  four  hundred 
dollars;  and  each  of  said  Academies  and  Female  Seminaries,  having 
at  least  two  teachers,  and  in  which  forty  or  more  pupils  are  constantly 
taught  as  aforesaid,  five  hundred  dollars;  but  no  Academy  in  any 
city  or  county  of  the  state  where  a  University  or  College  is  established, 
and  receiving  the  appropriation  made  by  this  act,  shall  be  entitled  to 
receive  the  appropriation  made  by  this  act  for  the  benefit  of  Acade- 
mies ;  this  section  to  continue  in  force  for  ten  years  and  no  longer.® 

The  impetus  o'iveii  to  secondary  schools  by  tlie  passage  of 
this  act  resulted  in  the  incorporation  of  ten  academies  and 
twenty-seven  female  seminaries  within  a  year  of  its  passage,  and 
of  ten  more  academies  and  eig-lit  seminaries  in  the  following- 
year.  Alarmed  at  the  ra]nd  increase  of  these  schools,  the  legis- 
lature was  forced  to  declare  that  newly  chartered  institutions 
should  not  be  entitled  to  this  bounty  from  the  state.  In  1S42, 
nine  colleges,  sixty-five  academies,  and  forty-one  seminaries  were 
aided  under  the  i)rovisions  of  the  act  of  1888.  The  yearly 
amounts  rose  from  an  aggregate  of  $7,990  in  1838  to  $38,998.70 
in  1839,  and  to  $48,298.81  in  18-43."'  At  this  time  the  state  was 
pressed  for  funds  for  pul)lic  improvements  and  the  appropriation 
was  cut  to  one-half  ($23,500)  for  the  following  year,  and  dis- 
continued thereafter." 


0/(7.,  .sec.  4. 

10  WiCKERSHAM,  Op .  cit..  p.  .'{ST. 

11  Ldirs  of  Peini.si/lrti iiiii ,  lK4.'i,  no.  ITII 

Educ'n.— 7 


88  Universifij  of  California   Piihlirafiotis.  [ei.itation 

During  the  six  ycai-s  when  the  full  ;ii)i>r(ti)riati()n  was  niade, 
the  colleges  received  an  aggregate  of  $40, (il. ")..")(),  the  academies 
received  $114,001.70,  and  the  female  seminaries  $.18,0S0.0f)." 
Commenting  ui)on  the  effect  t)f  withdrawing  the  state  suhsidy  at 
this  tinu'.  \\'i<-kci-sluim  says:  "  Jhis  Avas  a  sad  lilow  to  the  new 
institutions.  Many  of  them,  ])rematurely  established  and  never 
strong,  soon  l)egan  to  decline,  and  within  a  few  years  a  large 
number  of  them  had  ceased  to  exist.  Kuins  only  in  most  cases 
are  left  to  tell  the  stoi-y.  Tlie  exi)erimcut  of  building  up  a  sys- 
tem of  highei-  education  again  failed,  not  this  time  so  much  on 
account  of  the  want  of  a  suHicicnt  number  of  pupils  ))ro])erly 
prepared,  as  on  account  of  tlic  injudicious  ai)i)lication  of  the 
State's  bounty,  and  its  withdrawal  just  at  the  time  it  was  most 
needed.  A  general  api»ropriation  in  behalf  of  liigher  education 
lias  never  in  more  recent  years  met  with  legislative  favor."'* 

MAKVLAXI) 

The  estal)lishment  of  Washington  College  in  17S2  was  the 
beginning  of  a  lu-ovision  for  higher  education  in  Maryland.' 
Two  years  later,  an  annual  donation  of  £1,250  was  granted  to 
the  suppoit  of  this  institution.'  In  1784,  St.  John's  College  on 
the  western  shoi-e  was  incori)orated,  and  together  with  Wash- 
ington College  was  made  to  constitute  the  Cniversity  of  .Mai-y- 
land."  An  annual  gi-aut  of  t!l,7.")0  was  made  for  the  suii|)oi-t  of 
St.  Jolin's  College.'  Although  botii  of  these  grants  were 
pledged  to  be  forever  continued,  an  opj^osite  i)olicy  soon  became 
dominant.  In  17!)S,  an  act  was  passed  entitled,  "An  ACT  for  the 
l»roniotion  of  lileiatui-c  in  this  State."  which  was  tlie  Ix-ginning 
of  a  nKtvenient  to  fostci*  the  establishment  of  secomlary  schools 
and  to  aid  in  their  suppoi't.  The  motive  of  such  action  may  be 
gathered  from  tin-  brief  preface  to  tlic  act: 

WiM'.KKAs  the  cstalilisliniciit  luul  proniotion  of  literary  institutions 
for  the   lilii'riii   ediu-atioii  of  youtli,    iiiulcr  proper  re<;iil:itioiis,    in  dif 


'-  Wli'KKKSIIAM,  <•/).    ril..  J>.   :iK7. 

':>  /»/..  ]>.  :ths. 

'  Lines  of  Miniiliiiid  |.Max<y's  revision  1,  ITsi.'.  rlis.  \lll,  X.\X. 

•i  Id.,  17«».  el).  VII. 

:•/</..  17H4.  eh.  XX \ VI I;  ITh.'.,  clis.  II.  V. 

'  /./..  17.S1.  ,li.  XXXNIl. 


Vol.  3.1  Jones.  — Sfdfe  Aid  to  Secondarij  Schools.  89 

ferent  parts  of  this  state,  would  have  beneficial  effects  in  traininfj  up 
and  contiuuinf!:  a  succession  of  able  and  virtuous  characters  for  dis- 
chargintf  tiie  various  offices  and  duties  of  public  and  private  life; 

II.  BE  IT  ENACTED,  htj  the  General  Assenibli/  of  Manjland,  That  the 
sum  of  five  hundred  pounds,  part  of  the  sum  heretofore  ai)propriated 
to  Washington  College,  shall  be  and  the  same  is  hereby  discontinued, 
after  the  first  day  of  May  next.' 

This  anumiit,  withdrawn  from  tlie  annual  ai)i)i-o])riati()n  for 
the  support  of  Wasliinuton  College,  was  ap])()rti()ned  as  follows: 
Eight  hundred  dollars  each  to  Washington  Academy,  Charlotte 
Hall,  and  Frederick  County  School,  and  a  like  amount  each  to 
two  academies  to  be  established,  the  one  in  Talbot  and  the  other 
in  Baltimore  or  Harford  County.'' 

In  180."),  the  remainder  of  the  annual  donation  to  Washington 
College,  amounting  to  £750,  and  the  appropriation  to  St.  John's 
College,  amounting  to  £1,750,  was  ordered  discontinued,  "and 
the  said  sums  respectivelj'  shall  be  and  remain  in  the  treasmy, 
subject  to  the  appropriation  of  the  legislature  to  literary  pur- 
poses, and  for  disseminating  learning  in  the  several  counties  of 
this  state,  and  not  to  other  or  different  purposes."  ' 

Several  additional  academies  were  soon  established  by  private 
effort  in  the  various  parts  of  the  state,  which  together  with  the 
above  named  academies  constituted  a  system  of  secondary  schools, 
distributed  through  the  several  counties.  In  1811,  the  legislature 
sought  to  encourage  these  schools  by  distributing  to  them  the  sums 
withdrawn  from  the  colleges  in  1805,  as  follows:  To  St.  John's 
College,  $1,000  annually;*  to  Hillsborough  School,"  Caroline 
county,  and  to  the  visitors  of  the  school  of  Cambridge, '°  Dorches- 
ter county,  if  a  school  were  completed  before  the  following  Octo- 
ber, $500  each;  to  West  Nottingham  Academy, ''  Cecil  county,  and 
to  Alleghany  County  School,'"'  $300  each;  to  Hagerstown  Aca- 
demy," Washington    county,    to    Centerville    Academy,'*  Queen 

'^  Id..  1798,  ch.  CVII. 
^  Id.,  17!»8.  ch.  CVII. 
'Laws,  180.J,  ch.  LXXXV. 
8/(7.,  1811,  resolution  no.  38. 
9/(7.,  res.  no.  .39. 
1"  Id.,  res.  no.  45. 

11  Id.,  res.  no.  43. 

12  Id.,  res.  no.  50. 
1-' Id.,  res.  no.  40. 

'■•  Id.,  res.  no.  50.  • 


!)()  Unircrsiiii  of  Vdlifoynna   ]'nJ>lir(ifions.  IEduoation 

Anne  connty,  to  Ixockvillc  Academy,''  Moiitj^oinery  county,  ami 
to  Washington  College,'"  $800  each.  P,y  this  distribntion  the 
colleges  were  made  to  serve  as  secondary  schools  for  their  resjiec- 
tive  sections  of  the  state.  The  annual  ajiportionment  to  West 
Nottingham  Academy  was  inci'cascd  to  $.")()()  in  the  same  year;'' 
and  an  additional  donation  of  $l,"i()()  was  made  to  Charlotte  Hall 
in  1S17."  Although  an  annual  donation  of  $800  had  been  made 
f<»r  an  academy  for  Harford  or  Baltimore  eount.v  in  1798,  no  pro- 
vision was  made  for  the  establishment  of  such  a  school.  In  1820, 
the  $S()()  originally  designed  for  Baltimoi-*' county  was  granted  in 
equal  shares  to  (lai'rison  Poorest  and  FiJinklin  Academies.  In 
1823,  St.  -Tames  Academy  was  made  to  share  in  this  sum,''  and 
in  1881,  the  donation  of  $800  was  e(|uall\'  ai>|)ortioned  to  four 
schools  within  the  county. 

From  182.')  to  IS.'JI  tlie  sub.)ect  of  primai'N  schools  was 
agitated,  and  an  elT'ort  was  made  to  ai)propriate  foi-  primaiy 
education  the  annual  donations  to  the  secondary  schools.  This 
agitation  served  only  to  fix  moiv  firmly  the  ])olicy  of  sul)sidizing 
the  academies.  The  committee  on  imblic  iiisti-uction  reported  to 
the  House  in  Febi-uai-y.  1S27,  as  follows: 

The  foruniittee  on  public  instruction,  wlio  were  instructed  to 
inquire  into  tlie  expediency  of  withdrawinj;  the  donation  from  colleges, 
academies,  and  schools,  have  had  the  same  under  consideration  and 
are  decidedly  of  opinion  that  it  would  be  inexpedient  to  withdraw  the 
munificence  of  the  State  from  those  institutions.  Experience  has 
])roved  that  they  can  not  exist  without  the  aid  of  public  patronage, 
and  the  withdrawing  of  that  aid  would  operate  to  their  destruction 
and  in  effect  give  to  the  rich  a  monopoly  of  the  higher  branches  of 
education,  as  men  of  wealth  can  afford  to  support  their  sons  at  distant 
colleges  or  universities,  whilst  the  middling  and  even  lower  orders  of 
society  would  be  deprived  of  the  means  of  acquiring  a  classical  educa- 
tion, whicli  is  iKiw  presented  by  the  seminaries  endowed  in  their 
neighborhnod,  ;nid  in  the  deficiency  of  the  necessary  qiuilifications 
consequent  upon  that  deprivation  tliey  would  be  shut  out  from  the 
fair  prosjiect  of  romjjetition  and  the  equal  pretensions  which  they  would 
otherwise  en.ioy  for  j)ublic  employment  or  jirofessional  elevation.-'" 


'■"'  Id.,  rcK.  no.  ,")2. 
'"'  III.,  CCS.  no.  ."il. 
'"  /</.,  iSl'i,  cc.v.  no.  'I'.i. 

"*S(il,l,KUS,  iu  Stkinkh's  Historif  of  /■Jiliiriitloii  in  Mn ii/hi ml,  pp.  .'iL'.  .")."!. 
'"  A(/H-.s,    1H20.  ell.    LXXVII    (passed  .liiiiunry  _'.">.    IhJl).      Loirs,    l.sj.!.   di.   p.t<) 
(]>a.ssc<l  Ffliniary  24,  bS2H. 

-'"(Quoted  liy  Sol.l.KUS,  op.  <•//..  ]>.  iV2. 


Vol.  3.]  Jones. — Sfdfc  Ahl  io  Serotiddr)/  Schools.  91 

After    several    years  of  discussion,   tlie   f(»llo\viiij>-  resolution 

was  ])asse(l  in  Fel)ruary,  1882: 

liesolred  by  the  General  AnHembUj  of  Maryland,  Tliat  the  treasurer 
of  the  western  shore  equalize  the  donations  j^ranted  to  the  academies 
and  scliools,  in  the  several  counties  of  this  state,  so  as  to  give  eif>;ht 
hundred  dollars  for  each  county,  to  be  paid  by  him  to  the  said  acade- 
mies and  schools,  ratably  for  each  of  those  counties,  which  do  not 
now  receive  that  sum.-^ 

There  was  uo  further  legislative  action  of  inii)ortance  con- 
nected with  the  secondary  schools  until  the  i)rovisi()n  for  a  state 
system  of  high  schools,  in  ISO.").  A  table  of  the  actual  amount 
of  the  annual  donation  received  by  the  several  academies  and 
secondary  schools  at  the  time  of  the  agitation  for  primary 
schools  has  been  prepared  by  Mr.  Basil  Sellers.  Nineteen 
schools  in  sixteen  counties  received  amounts  ranging  from  $266| 
to  $2,000  each,  making  a  total  annual  a])portionment  of  $12,660."" 

Recourse  was  had,  from  time  to  time,  to  lotteries  as  a  means 
of  providing  revenues  for  educational  purposes  in  the  state.  In 
1803,  Frederick  County  School  was  thus  aided;"*  in  1815,  a 
lottery  of  $1,000  was  authorized  for  the  building  of  a  schoolhouse 
in  the  vicinity  of  Taney  Town,  in  Frederick  county,  and  anf)ther 
of  $20,000  in  the  same  year  for  the  benefit  of  West  Nottingham 
Academy.'^*  The  greatest  was  one  authorizing  a  number  of  men 
to  raise  by  lottery  a  sum  not  to  exceed  $40,000  for  the  benefit  of 
Charlotte  Hall.'' 

LOUISIANA 

But  meagre  provision  had  been  made  for  education  in  Louisiana 
under  the  French  and  Spanish  regime.  Soon  after  the  purchase 
of  the  territory  by  the  United  States,  active  steps  were  taken  to 
establish  a  system  of  schools  under  the  comprehensive  name  of 
"  The  University  of  Orleans."  An  act  was  passed  in  1805,  entitled, 
"AN  ACT  to  institute  an  University  in  the  territory  of  Orleans," 
which  provided  for  the  establishment  of  a  college  within  the  city 
of  New  Orleans  to  be  known  as  "The  College  of  New-Orleans," 

^^Latvs,  1831,  res.  no.  34. 

22  SOLLERS,  Op.  cif.,  p.  62. 

^^Laws,  1802,  ch.  LVI  (passed  .Jaimary  3.  1803). 
24 /(Z.,  181.5.  chs.  VI,  CXXXII. 
25 /fZ.,  1817,  ch.  Lll. 


92  Vnivcrsitij  of  Culifornht  Piihli'(itio)is.  ieducation 

and  for  "one  or  more  academies  for  the  instruction  of  youtli  in 
the  French  and  p]n<j:lish  hui^uagcs,  readinj;,  writing,  tjraniiiiar, 
aritlnnetic  and  f^coj^raphy,"  witliin  each  county  of  tlie  tcrritoi-y. 
The  rc}j:ents  of  the  pro])oscd  university  were  authorized  to  "estab- 
lish such  a  number  of  academies  in  this  territory  as  tliey  may 
,juds:e  fit,  for  the  instruction  of  the  youth  of  the  female  sex  in  the 
Kuj;lish  and  French  languages,  and  in  such  branches  of  polite 
litcinluic,  and  sucli  lil)cral  ai-ts  and  accomplishments  as  may  be 
suitable  to  the  aj^e  and  sex  of  the  i)ui)ils."  It  was  proposed  to 
csral)lish  a  public  libi-ary  in  each  <'ounty  of  the  territory,  in  such 
place  "as  may  be  most  generally  convenient  and  aee(»uimodating 
to  the  inhabitants  thereof."  For  the  establishment  and  supi)ort 
of  the  university  contem])lated  by  this  act,  the  regents  were 
authorized  to  raise  annually  a  sum  not  to  exceed  $.30,000  by 
means  of  lotteries.' 

As  the  i)rovisious  of  this  act  were  not  put  into  o])eratiou. 
Governor  Claiborne  in  his  message  to  the  legislature  in  the  follow- 
ing year  advocated  the  establishment  of  free  i)ublie  schools  in 
every  parish,  to  be  su])ported  by  a  county  tax.'  A  measure  to 
this  effect  was  jiassed,'  but  a.-;  only  one  parish  had  taken  any 
action  in  this  direction,  a  return  was  made  in  ]80(S  to  the  original 
])lan  of  a  university  which  should  embrace  a  system  of  academies 
distri])uted  aiuong  the  several  counties,  and  sui)i)orted  out  of  the 
l)ublic  treasury.* 

The  first  a])i)i"oi>riatioii  of  pul)lic  tuuds  for  the  supi>ort  of  the 
university  was  made  in  ISl  1 .  w  hen  the  sum  of  $15,000  was  granted 
to  the  College  of  New  Orleans  and  $2,000  to  each  of  the  twelve 
counties,  with  which  to  ])urchase  or  erect  suitable  buildings  for  the 
])roi)osed  schools.  An  annual  sum  of  $.').(i()(l  was  set  ai)art  for 
the  sui»port  of  the  college  and  $.")()()  for  each  of  the  several  county 
schools.  It  was  i)rovi(le(l  that  fifty  "  indigent "  childi-en  should 
be  taught  gratis  in  the  college,  ]>ut  no  mention  was  made  at  this 
time  of  fi-ee  tuition  foi-  such  children  in  the  county  schools.'  In 
LSI!),  the  annual  grant  to  the  college  was  inci-eased  to  $4,000  and 

'  OrhiiHs  L(iir.i,  lhlll-(i.".,  til.  .\.\X. 

-(lAVAKKK,  Ilistnrji  of  Jjoiiisidnii  ( A>i>irivitn  /)i>»iiniition  ),  1>.  l.'t.'i. 

'■^Artx  of  Lotiisiiind ,  IKOfi,  fh.  IV. 

^(tAYARKK,  op.  vil.,  J).  "JO"). 

■>Arls  of  LoiiixiiiiKi.  IHll.  fh.  XVIII. 


Vol.  3.]  Jours. — Sfdfr  Aid  f<>  Sfcoiidary  Srliools.  93 

the  academies  were  granted  $600  each; "this  was  increased  in  1821 
to  $5,000  annually  to  the  college  and  $S00  annually  to  each  of  the 
county  academics.'  At  this  time,  each  academy  sharing  in  the 
state  subsidy  was  reiiuired  to  instruct  free  of  charge  and  to  supply 
with  books  and  other  necessaries  eight  "beneficiary"  students. 
Each  parish  not  provided  with  a  school  ])uilding  was  granted 
$800  toward  its  erection. 

Meanwhile  frequent  recoui-se  was  had  to  other  means  of  pro- 
viding a  revenue  for  the  support  of  the  university.  In  181-3,  the 
regents  were  authorized  to  raise  $50,000  annually  by  lotteries;'' 
in  1823,  an  annual  income  of  $30,000  was  secured  through  the 
licensing  of  six  gam1)ling  houses  in  New  Orleans,  one-fourth  of 
the  income  to  be  devoted  to  the  use  of  the  college  and  three-fourths 
to  the  support  of  Charity  Hospital;"  in  1826,  two  theaters  were 
licensed  at  an  annual  rate  of  $3,000,  and  the  revenue  appropriated 
for  the  use  of  the  college.'" 

The  College  of  New  Orleans  was  discontinued  in  March,  1826, 
and  a  "central  school"  and  two  primary  schools  were  substituted 
for  it.  In  the  central  school,  French,  English,  Latin,  and  mathe- 
mathics  were  taught,  and  the  school  seems  to  have  been  conducted 
as  an  advanced  secondary  school.  Of  the  sums  formerly  granted 
to  the  college,  $7,000  was  annually  apportioned  to  these  schools." 

The  annual  subsidy  to  the  parish  academies  was  apportioned 
in  1827  upon  the  basis  of  the  number  of  voters  in  each  parish, 
the  several  schools  receiving  two  and  five-eighths  dollars  monthly 
for  each  such  votei",  provided  that  the  annual  sum  thus  received 
by  any  school  did  not  exceed  $1,350  nor  fall  below  $800.'"  In 
1833,  the  apportionment  was  made  upon  the  actual  attendance, 
four  dollars  per  month  being  allowed  for  each  pupil,  provided  the 
number  of  pupils  in  attendance  did  not  exceed  ten;  three  dollars 
per  month  when  the  number  of  pupils  in  attendance  was  between 
ten  and  twenty;  and  two  and  one-half  dollars  a  month  per  pupil 


«/(?.,  1810,  pp.  .52-54. 

~  Id.,  1821,  pp.  62-G8. 

8  Fay,  Hiatory  of  ediicaiinii  in  Loidtiiaiia,  p.  lil, 

^  Acts  of  Louisiana.  182:!.  pp.  78-82. 
10  Fay,  op.  cit.,  p.  4:5. 
^^  Acts  of  Louisiana,  1820,  pp.  14()-ir)4. 
'2  Td.,  1827,  pp.  80-88  (no.  52). 


94  rnivtrsitii   of  Oillfortiid    pKhlirnfinuft.  [Eihtation 

wlicii  tliis  iniinlx'i'  was  above  twenty."'  After  1827.  all  iiidi.tjent 
imjiils  were  instructed  without  i)ayinent  for  tuition.  This  last 
system  of  distribution  i-eiuained  in  tV)ree  until  the  adoption  of  a 
system  of  free  jiublii-  schools  in  1S47.  The  total  amount  of  iiul)lic 
aid  extended  to  these  county  schools  l)etween  IHll  and  1S45 
amounted  to  $978,.'5r)2.14.'*  The  schools  thus  aided  and  coni- 
monl.\  known  as  ])iii'isli  oi-  county  academies  were  for  the  most 
pai't  mere  clenientai-\'  schools. 

Tlii-ce  colleges,  the  C'ollejje  of  Louisiana,  tlie  Collej^e  of  Jeffer- 
son, and  Franklin  Collcj^e,  were  estaltlished  ])etween  1S2.")  and 
1831 ,  and  arc  coiiimonl.\  <'lassed  as  institutions  of  liij^lier  learning:. 
Six  other  institutions  which  are  described  as  of  a  mixed  type, 
"just  on  the  boi-dcr  line  between  the  collej^es  j)ro]»cr  and  the 
academies,"  were  iiicorjiorated  l)etween  1819  and  1830,  some  of 
which  were  designated  as  acach-niics  and  others  as  collc.u'cs.  In 
18.'{1,  a  scln'me  was  itroj)()sed  by  which  the  ])cne(iciary  system  was 
extended  to  the  colle<>:es  and  academies.  Annual  subsidies  were 
{••ranted  to  tliese  schools  on  the  condition  that  a  ceitain  number 
of  indigent  children  should  be  insti-ucti'd  without  i-har^ic  for 
maintenance,  books,  or  tuition. 

Within  the  next  decade,  a  larye  number  of  secondary  schools 
under  pri\"atc  conli'ol  were  founded,  all  ot  which  were  recipients 
of  state  lioiiut.N  .  I'lie  lii-st  of  these  was  ^lontpellier  Academy, 
incoi-]K)i-atr(l  in  bs.'i;;.  To  enable  tlie  trustees  to  i?et  the  academy 
into  operation,  an  annual  a|)pi(ipriation  of  $2,500  was  made  for 
four  years,  with  the  jirovision  "that  the  trustees  cause  to  be 
boarded  and  instructed  in  said  .\cademy,  at  least  twenty-tive 
indij^-ent  childi-eu;  oi-.  on  default  of  such  number,  then  to  r''ceive 
sucli  amount  as  may  l)c  in  pi-oportiou  to  the  numltei- so  actually 
l)oarded  and  insti'ueted — the  real  numbei-  in  any  case  to  Ix-  cei'ti- 
(ied  by  the  i)arish  .judjic;  au<l  such  childi-en  shall  oidy  be  received 
at  said  Academ\ .  on  applii-ation  made  1>\  the  police  jury."' '  At 
the  same  time,  the  sum  of  $1,000  annually  was  ^ranted  to  the 
a<'a(leniy  in  Mie  town  of  .Mexandi'ia,  with  the  provision  that  ten 
jtoor  childiin  should  l)e  tau<;ht  j^:ratis.      j'x-lween  18.').')  and   184l2 


i:'/f/.,  iK:t:t,  pp.  Mi-iii. 

"  Fav,  lip.  rit..  p.  (il. 
^••Act.iiifLoiiisiiniii.  1X1.!.  pii.  UKs-li:!. 


Vol.  3.1  Joufs. — Sfdfp  Aid  to  Sccouddri/  Schools.  95 

twenty    of    these    academies   received    from    tlie    state    amounts 
aggregating'  $127, 285 .61."' 

lu  the  nine  years  from  1819  to  1828,  lotteiy  ai)])roi)riutions  to 
the  amount  of  $120,000  were  made  to  the  various  schools  of  the 
state.  Of  this  amount,  $86,000  was  for  schools  of  a  secondary 
grade.''  The  liberality  of  the  state  in  the  nuitter  of  encouraging 
educational  institutions  at  this  time  has  scarcely  a  parallel  any- 
where in  the  early  history  of  American  education.  The  entire 
apju-opriation  of  money  to  the  schools  between  1811  and  1842 
amounted  to  $1,767,087.61.  The  following  totals  represent  the 
actual  amount  expended  u])on  the  various  schools: 

TOTALS 

College  of  Orleans,   1811-1826 $10.3,500.00 

Beneficiary  parish  schools,   1811-1845 973,352.14 

College  of  Louisiana.   1832-1844 211,687.40 

College  of  Jefferson,  1831-1846 , 248,447.75 

College  of  Franklin,  1831-1843 66,851.76 

Rapides  College,  1834-1842 7,312.95 

College  of  Baton  Rouge,   1838-1844 23,000.00 

Subsidized  academies ..  127,285.61 

Miscellaneous 6,200.00 

$1,767,637.61 '« 
TENNESSEE 

Tennessee  was  settled  from  North  Carolina  in  1756,  and 
through  many  of  its  earlier  years  was  closely  linked  with  the 
parent  state.  Titles  of  extensive  tracts  of  land  b'ing  between 
the  two  states  had  for  a  long  time  been  in  dispute,  when  North 
Carolina,  in  1789,  ceded  to  the  United  States  all  of  her  w^estern 
lands.  In  1806,  Congress  authorized  the  state  of  Tennessee  to 
issue  grants  and  perfect  titles  to  lands  in  the  region  in  dispute. 
At  that  time  four  colleges  and  a  few  private  schools  were  the 
only  educational  institutions  within  the  state.  In  reply  to  a 
petition  from  the  University  of  North  Carolina  in  1801,  the  state 
Senate    of   Tennessee  was   obliged  to   answer  that   the   "infant 

"'Fay,  op.  cit.,  p.  GO. 

I'/fZ.,  p.  ()7. 

^8  Fay,  O}).  cit.,  p.  (;7.  A  tal)le  showing  the  amounts  received  b)^  the  several 
"subsidized  academies"  is  given  in  the  History  of  education  in  Louisiana,  p.  60. 
The  second  item  in  the  above  table  is  for  the  county  "academies"  that  were  organized 
as  a  part  on  the  University  of  Orleans. 


96  r)iir(  ysiftf   of  C<llifi)nii(i    T'lthlirafions.  [Education 

state"  liiul  not  yet  arrived  at  a  jx-i-iod  ulicii  slit*  could  vvvu 
authorize  a  loan  to  i)atronize  the  few  schools  which  had  already 
been  estal)lislied  within  her  own  border.  To  encourage  the 
establishment  of  a  system  of  schools  within  the  state,  Congi*ess 
required,  when  making  the  grant  in  180G,  that  100,000  acres  of 
land  in  the  district  reserved  to  tlie  Cherokee  Indians  be  a]ii)i-o- 
pi-iated  in  one  tract  for  the  use  of  two  colleges,  one  in  the  eastern 
and  one  in  the  western  i)art  of  the  state,  and  another  tract  of 
lOO, ()()()  aci'cs  for  the  nse  of  academies,  one  in  each  county,  to  be 
established  })y  the  legislature,  and  G40  acres  in  each  six  miles 
s(|uare  of  the  territory  granted  by  Congress,  wliere  existing 
claims  would  allow,  for  the  use  of  common  schools.' 

In  accordance  with  the  conditions  of  the  grant,  the  legislature 
of  Tennessee  i»assed  an  act,  September.  bS()(i,  pi-oviding  for  the 
estalilisliment  of  academies  in  the  several  counties  of  the  state;'' 
and  in  1817,  the  academies  and  colleges  were  declared  to  l)e 
l)arts  of  a  complete  system  of  education,  in  which  the  academies 
should  be  considered  schools  prepai-itoi-y  to  the  introduction  of 
students  into  the  colleges.^  Acaih-inies  were  established  in 
twenty-seven  counties,'  l)ut  the  funds  for  their  su)»])ort  were  not 
l)i'oductive  enough  to  enable  them  to  continue  their  existence. 
The  congi-essional  gi'ant  was  occupied  by  settlers  who  laid  claim 
to  the  land,  and  the  reservation  for  the  academies,  like  that  for 
the  common  schools,  was  "])lundered  by  a  thousand  hands." 
The  histoi-y  of  the  early  secondary  scliools  of  the  state  is  largely 
the  same  as  that  of  the  coinmoii  schools.  "The  histoi-y  of  the 
common  schools  is,  in  the  main,  the  history  of  public  lands  in 
Tennessee,  and  the  history  of  ])ublic  lands  in  this  State  is  the 
histor}'  of  confusion."'' 

KKXTrCKV 

The  last  decade  of  the  eighteenth  century  and  the  tii'st  of  the 
nineteenth  was  a  peiiod  of  unusual  activity  in  the  establishment 

'  luitid  Stairs  stiiliifrs  at  lan/r.  2.  p\>.  :!Sl-:tH.'l. 

-  Laifs  of  VV/nic.s-.vcr  (Scott's  ('(Utiiiii),  1,  |i]).  !i:U-!t.'lCi;   /.mcs.  Imm"..  eh.  s. 
■'III..  2,  p.  .•t:!i. 

^  Diividson  .VciKlfiiiy  ut  Niislivillc  liail  Iktii  iiiciiriiarsUfil  in  ITs.'i  ami  liail  rrcfivcil 
n  urnut  of  LMO  acres  of  land. 

'•  I'llKI.AN.  Ilistiinj  <<f  7'i mil  SSI  I  .  |i.  'J:i:!. 


voL.3.]  Jones. — State  Aid  to  Secondary  Schools.  97 

of  secoiulary  schools  in  Kentucky.  The  lirst  lc<;'ish-itivc  action 
of  real  inii)ortaiR*e  in  connection  with  the  academy  system  of 
that  state  was  an  act  of  February  10,  1798,  which  endowed 
Kentucky,  Franklin,  Salem,  and  Bethel  Academies,  and  Lexing- 
ton and  Jefferson  Seminaries  with  a  grant  of  (5,000  acres  of  land 
each.'  This  land  was  exempt  from  taxation,  and  the  institutions 
were  placed  under  the  control  of  self-perpetuating  boards  of 
trustees.^  A  state  system  of  secondary  education  was  provided 
for  at  this  time,  and  the  following  reservation  was  made: 

And  whereas  it  is  generally  true,  that  that  people  will  be  happiest 
whose  laws  are  best,  and  are  best  administered,  and  that  laws  will  be 
wisely  formed  and  honestly  administered  in  proportion  as  those  who 
form  and  administer  them  are  wise  and  honest,  whence  it  becomes 
expedient,  for  promoting  the  public  happiness,  that  those  persons 
whom  nature  hath  endowed  with  genius  and  virtue,  should  be  rendered 
by  liberal  education,  worthy  to  receive  and  able  to  guard  the  sacred 
deposit  of  the  rights  and  liberties  of  their  fellow  citizens;  and  that  to 
aid  and  accelerate  this  most  desirable  purpose,  must  be  one  of  the 
first  duties  of  every  wise  government : 

Be  it  therefore  enacted  hy  the  General  Assenihli/,  That  all  the  lands 
lying  within  the  bounds  of  this  commonwealth,  on  the  south  side  of 
Cumberland  river,  below  Obey's  river,  which  is  now  vacant  and  unap- 
propriated, or  on  which  there  shall  not  be,  at  tjie  passage  of  this 
act,  any  actual  settler  under  the  laws  of  this  state  for  the  relief  of 
settlers  south  of  Green  river,  shall  be  and  the  same  is  hereby  reserved 
by  the  general  assembly,  to  be  appropriated  as  they  may  hereafter 
from  time  to  time  think  fit,  to  the  use  of  the  seminaries  of  learning 
throughout  the  different  parts  of  this  commonwealth ;  and  no  person 
or  persons  shall  after  one  month  subsequent  to  the  passage  of  this  act, 
be  permitted  to  settle  on  or  take  up  any  vacant  land  on  the  south  side 
of  Cumberland  river  as  aforesaid,  until  the  further  order  of  the  legis- 
lature;  any  law  or  laws  to  the  contrary  notwithstanding." 

Before  the  close  of  the  year,  twenty-one  additional  academies 
had  been  established  and  similarly  endowed  with  a  grant  of 
6,000  acres  each,  and  an  additional  grant  of  a  lottery  of  $1,000 
was  made  to  the  trustees  of  each  of  these  institutions,  for  the 
purpose  of  defraying  the  expenses  of  locating  and  surveying 
their  respective  grants  and  the  preliminary  expenditures  in 
connection  with   the   establishment  of  the   schools.*     Provision 

^Lilies  of  Kentucky  (LiTTELL's  statutes),  II,  ch.  LXXXVIII. 

2  Jrf.,  II,  ch.  LX.     (1798.) 

3/d.,  II,  ch.  LX,  sees.  5,  6.     (1798.) 

*  Id..  II.  ch.  CLXXII.     (1798.) 


98  Universify  of  California  PnhJicniions.         [education 

was  made  in  ISO.'),  and  repeated  in  1819,  toi-  tlie  endowment  of 
an  academy  in  eadi  county  by  granting  to  the  several  county 
courts,  in  counties  not  i)rovidt'd  with  academies,  tlie  riglit  to  a 
grant  of  G.OOO  aci-cs.'  Tlie  establishment  of  Transylvania  Uni- 
versity in  IT'JS,  on  the  same  day  as  the  endowment  of  the 
academies  above  mentioned,  seems  to  indicate  that  a  scheme  of 
education  was  eoutemplated  in  which  the  higher  institution 
would  form  the  head  of  a  system  of  correlated  secondary  schools, 
one  in  each  county. 

The  most  active  period  of  the  founding  of  academies  in 
Kentucky  had  passed  before  1820.  At  that  time,  no  less  than 
forty-seven  academies  liad  l>een  estal)lished  in  the  various 
counties  of  the  state,  and  endowed  with  grants  of  public  lands 
ranging  from  6,000  to  12,000  acres  each.  But  the  failure  of  the 
system  had  become  evident  several  years  earlier,  and  from  time 
to  time  the  legislature  was  called  ui)on  to  grant  relief  to  the 
various  academies,  either  thi'ough  an  extension  of  time  in  which 
to  locate  and  survey  the  lands  or  through  i)rovision  of  additional 
revenues  for  the  supjmrt  of  the  schools.  In  ISb"),  the  trustees  were 
empowered  to  dis])ose  of  the  academy  lands,  i)rovided  the  funds 
for  the  same  were  invested  in  the  stock  of  the  Bank  of  Kentucky." 
The  security  of  the  bank,  rather  than  the  welfare  of  the  schools, 
seems  to  have  been  of  most  concern  in  the  jtassage  of  this  act. 
To  ari-est  the  decline  of  these  schools,  an  act  was  i)assed  in  181G 
nujking  genei-al  the  exeinjjtion  from  taxation  of  all  jjrojx'rty  of 
the  seminaries  of  learning;  ■  and  in  1820,  all  icvenues  ac<-ruing 
from  lines  and  forfeitures  in  the  several  counties  was  given  to 
the  eouidy  academies.''  This  ]n-ovision  was  re])eated  from  time 
to  time.'  The(ii"een  l\iver  Female  Academy  was  gi-anted  !i<.")00 
in  18.'J.");  the  Ivussellxille  Male  Aeadenix  a  like  aiiiount  in  1S;U!."' 
In  18.")7.  tlie  ti'ustees  of  Brownville  Seminary  were  obliged  to 
jjctition   the   (ieneral  Assembly  for  additional   supi)ort  for  that 


■'Id.,  m.  ell.  CCXC.     (180.").) 

"  III.,  V.  ell.  CXCIII  (appruvtil  .liinuMry  -^k  1M.")). 
■  /</..  V,  ell.  (•(•(•XVII  (iipprovt'd  .liiiniiiry  :tl.  1810). 

^  IjlTTKl.l.  and  Swkjkut's  Diijesl  of  the  ntdliitc.s  <>/  Ki  iitiirln/.  1,  cli.  lAXX. 
»Acl.s  of  tlir  CommouwfiiUli  of  Kitituckij.  IM'-'.  fli-  I»1A(,'I,  \k  !»7C..      Id.,  IS.T). 
ch.s.  .")7«,  (;r)4;  IKiii.  oh.  :tw». 

'"  /(/..  IKt.").  ell.  8:..'.;   IKtC,  v\\.  L'.V.I. 


Vol.  3.]  Jones. — state  Aid  to  Seromhtrti  Schools.  99 

institution,  claiiiiini;'  that  tliroii<^-li  tlic  inisinana^'cnient  of  tlie 
funds  by  former  trustees  they  had  beeu  al)le  to  realize  only  $1.'5() 
from  the  lands  appropriated  by  law  for  the  seminary."  The 
follo\vin«>'  legislature  authorized  a  lottery  not  to  exceed  $100,000, 
one-fourth  of  which  was  to  be  used  for  the  construction  of  a 
wharf  at  Padueah,  one-fourth  for  a  female  seminary,  and  the 
remainder  for  a  seminary  at  that  plaee/^ 

Several  additional  academies  and  seminaries  were  estal)lished 
from  time  to  time,  l)ut  the  decline  that  had  set  in  could  not  be 
checked.  Many  of  the  schools  were  abandoned,  some  where 
continued  as  elementary  schools,  a  few  whose  funds  had  been 
wisely  managed  were  able  to  continue,  as  schools  of  an  advanced 
grade,  and  in  time  formed  the  nucleus  of  a  later  college.  The 
failure  of  the  system  was  due  to  manj^  causes,  but  the  following 
were  the  most  evident:^'  The  absence  of  any  adequate  system  of 
elementary  schools;  irresponsible  management  of  the  funds  of 
the  academies;  insufficient  endowment  to  meet  the  demands  of 
such  a  system;  and  the  difficulties  incident  to  new  and  sparsely 
settled  territory-.  To  these  must  be  added  the  fact  that  the  pro- 
visions were  in  advance  of  public  spirit.  Such  a  system,  estab- 
lished at  the  promptings  of  the  state  and  mainly  supported  out 
of  public  donations,  necessarily  fails  to  create  local  interest  and 
to  foster  the  spirit  of  local  initiative.  However,  these  schools 
played  a  verj'  imi)ortant  part  in  the  early  education  of  the  state, 
for  in  them  were  educated  most  of  the  men  prominent  in  the 
professional  and  civic  life  of  the  state  during  the  first  half  of  the 
nineteenth  century. 

MICHIGAN 

Provision  for  a  system  of  secondary  schools  in  Michigan  dates 
from  the  third  organization  of  the  state  university.  By  an  act 
of  Congress,  in  1804,  a  township  of  land  was  reserved  for  a  semi- 
nary of  learning  in  the  territory  uoav  embraced  by  the  state  of 
Michigan.^     This  was  increased  to  two  townships  in  1826,  with 

11  Id.,  1837-:i8,  eh.  GC8. 

i^/fZ.,  ]838-:59,  ch.  1182. 

13  Lewis,  Higher  education  in  Kentucky,  p.  '27. 

'  United  State.i  .statutes  at  large,  2,  p.  277. 


100  rnivPrsiilj    of   Otlifoniitl    PilhIlrtlfio)iS.  [Education 

the  pi'ovisioii  tlijit  tilt'  land  thus  set  ai)<ii't  should  he  nstnl  for  the 
sui»i»oit  of  it  univci'sity,  "and  for  no  othci-  use  or  ])ur])<»s('  what- 
soevi'i-.""  These  lands  were  eonveyed  to  the  state  at  the  time  of 
the  admission  of  Miehi<?an  into  the  uniou,  "to  1)6  applied  solely  to 
the  use  and  su])port  of  such  university,  in  such  manner  as  the 
lej^islature  may  i)i"eseribe." 

By  an  aet,  appi-oved  March  18,  1837,  entitled,  '^VN  ACT  to 
l)rovide  for  tlie  orj^anization  and  government  of  the  'Universitj' 
of  Mielii<4an,' "  it  was  pi-<»])osed  to  estalilish  "branrdies"  of  the 
university  in  the  various  counties  of  the  state,  to  be  snpp<»i'ted  in 
l)art  out  of  the  university  funds. 

See.  IS.  It  shall  he  the  duty  of  the  hoard  of  regents,  together 
with  the  superintendent  of  public  instruction,  to  establish  such 
liranches  of  the  university  in  the  different  parts  of  the  state,  as  shall 
be  from  time  to  time  authorized  by  the  legislature;  also  to  estab- 
lish all  needful  rules  and  regulations  for  the  government  of  such 
branches:  I'roridcd  always,  That  nothing  in  this  act  shall  be  so  con- 
strued as  to  grant  to  any  such  branch  the  right  of  conferring  degrees; 
and  that  said  branches  so  to  be  established,  shall  not  be  more  than  one 
in  any  one  organized  connty  of  the  state. 

yec.  21.  Whenever  the  branches  of  such  university,  or  any  of 
them,  shall  be  established,  as  hereinbefore  provided,  there  shall  be 
ajiportioned  to  each,  in  pro])ortion  to  the  number  of  scholars  therein, 
such  sums  for  the  sui>port  of  its  professors  and  teachers,  and  also  such 
other  sums  for  the  jnirchase  of  books  and  apparatus,  as  the  state  of 
the  university  fund  shall  warrant  and  allow.-' 

This  provision  was  modilied  by  an  act,  ai)proved  .lune  l'1. 
18;{7.  whieh  o-ave  to  the  ref»:ents  ])ower  to  establish  "1  tranches" 
without  further  legislative  a<-tion.'  On  the  same  day,  the  regents 
resolved  to  put  into  ojx'i-ition  eight  of  these  schools,  aiul  ajijiro- 
priated  $S.()0()  for  this  purpose.  Hacli  school  was  granted  $.")()() 
;ind  till'  i-cniaiu(ler  was  distiibuted  to  the  sevei'al  schools  accord- 
ing to  the  iiuinber  of  pupils  in  avei*age  daily  attendance.  The 
counties  in  which  these  ln-anches  were  located  were  re(|uired  to 
fui-nish  suital»le  buildings  and  to  pro\ide  foi-  one-half  the  run- 
ning expenses  of  the  schools,  while  the  other  half,  together  with 
an  allowance  for  libraries  and   philosophical  appai'atns.  was  paid 


■-'  Id.,  4.  p.   IhO. 

•'  Ijiiwx  of  Afirhiiimi,  Ih.'tT,  ii".  \A'.  pp.   ll)2-10(i  (aniuuil  ses.siiiu). 

'  /-/.,  IK..   IV,  pp.  :t()H-:i(>;t  (spfclal  srsslonl. 


Vol.  3.]  Jo)ies. — Stdtc   Aid   to   Scrontldri/   Schools.  101 

by  the  state  out  <>t  the  university  fund. '  To  secure  current  funds 
sufficient  to  maintain  the  university  and  tlie  ''])ratH'hes"  a  i)art 
of  the  university  hinds  was  sohl.  and  the  ])roceeds  i)ut  at  interest. 
It  was  thought  possible  at  this  time  "to  lay  the  foundation  of  a 
university  on  the  broadest  scale,  and  place  it  on  high  and  elevated 
ground  at  the  very  connnencement  of  its  career  of  light,  usefulness, 
and  glory,'"'  with  an  annual  income  of  less  than  thirty  thousand 
dollars.  After  a  trial  of  a  few  years,  it  was  decided,  in  1840,  to 
discontinue  the  i)lan  of  aiding  the  branches,  as  it  was  deemed 
unwise  to  cripple  the  university  by  appropriations  from  the  funds 
designed  originally  for  its  support.  The  plan  of  a  "branch"  for 
each  county  was  found  to  be  impossible  with  the  limited  funds, 
and  local  jealousies  were  occasioned  by  the  partiality  shown  to 
cei-tain  sections  in  the  establishment  of  these  schools.  The 
unequal  advantages  thus  afforded  the  different  counties  of  the 
state,  and  the  growing  conviction  tliat  the  money  thus  expended 
out  of  the  university  fund  was  illegally  used,  caused  the  plan  to 
be  discontinued. 

Five  "branches"  were  founded  during  the  first  year,  and 
their  number  afterwards  increased  to  "about  a  dozen."  During 
the  nine  years  in  which  they  were  aided,  the  "l)ranches"  received 
from  the  state  $35,935.'  While  in  themselves  comparatively  un- 
important, these  schools  are  deserving  of  recognition  because  of 
the  influence  exerted  by  them  upon  the  earlj^  secondary  education 
of  ISIichigan.  The  desire  for  schools  of  an  advanced  grade  had 
been  kindled,  a  model  had  been  furnished,  and  the  beginning  had 
been  made  in  public  provision  for  schools  of  a  secondary  grade. 

With  the  al)olition  of  the  "branches,"  advanced  jjublic 
schools  were  established  in  the  more  populous  centers,  com- 
monly known  as  union  schools,  which  in  a  measure  took  the  place 
of  the  earlier  institutions.  Many  of  these  union  schools  were 
established  about  the  time  of  the  adoption  of  the  constitution  of 
1850,  which  provided  for  the  establishment  of  free  schools  in 
every  school  district,  and  for  the  university.  In  reviewing  the 
educational  provisions  of  the  state,  and  of  the  constitution  of 

•'Ten  Bkook.  Amvvu-U)i  xtntc  iDilvct-xUivx  .  .  .  imd  the  luiirrrsitj/  of  Mich  if/a  ii . 
p.  145. 

''Report  of  the  state  superintendent,  1887,  cited  by  Ten  Bkook,  p.  110. 
"Ten  Bkook,  op.  cit.,  p.  152. 


102  Universifi/  of  Cnlifornid   Pnhlicdtinus.  [Education 

isr)()  ill  particular,  tlic  suprciut'  court  in  its  decision  in  tlic  famous 
"Kalamazoo  hi«:h  school  case,"  in  1874,  commented  upon  this 
provision  as  follows:  "The  inference  seems  irresistil)lc  that  tlie 
l)eoi)le  ex]icct('d  the  tendency  towards  the  estal)lishnicnt  of  lii<4:ii 
schools  in  ]triniar\'  school  districts  would  continue  until  cvci-y 
locality  capable  of  sui)i)ortin}4:  one  was  sniijdied."  And  in  their 
oi)inion  as  to  the  legality  of  expending  district  fnnds  for  second- 
ary instruction,  the  court  declared  as  follows:  "We  content 
ourselves  with  the  statement  that  neither  in  our  state  policy,  in 
our  constitution,  or  in  our  laws,  do  we  find  the  primary  school 
disti'icts  restricted  in  the  Itranches  of  knowled.ue  which  their 
oflficers  may  cause  to  be  taught,  or  grade  of  instruction  that  may 
be  given,  if  their  voters  consent  in  regular  form  to  bear  the 
expense  and  raise  the  taxes  for  the  ])urpose."'* 


AVISCONSIX 

Several  academies'  had  been  incorporated  in  Wisconsin  prior  to 
the  admission  of  that  state  into  the  union,  in  1S4S;  and  although 
the  movement  to  estalilish  normal  schools  was  yet  in  its  infancy, 
provision  was  made  in  the  constitution  of  the  state  for  support  of 
both  academies  and  normal  schools  out  of  the  school  funds  of  tlie 
state.  The  income  from  the  sales  of  lands  granted  to  the  state 
b>  the  national  go\  (■rnnieiit,  and  the  clear  proceeds  of  all  other 
revenues  applicable  to  educational  pui'])oses  were  by  the  constitu- 
tion to  ))('  ai)plied  as  follows:  "1.  To  the  su])i)ort  and  main- 
tenance of  <'omnion  schools  in  each  school  district,  and  tin- 
l)urchase  of  suitable  libraries  and  apjiaratus  therefor.  '1.  The 
residue  shall  be  ai)i)roi)i-iated  to  the  sni>port  and  maintenance  of 
academies  and  normal  schools,  and  suitaiile  libraries  and  appa- 
i-atus  therefor."' 

Tlie  (ii-st  enaclmeiit  undei-  this  jirovision  of  the  state  consti- 
tution was  made  in  1S.")7,  when  an  act  for  the  encouragement  of 


**.■{()  M irhiiiii II  (I'.t.     A  review  of  till;  provisicni'^  fur  sccoinlury  filiK'atiun  in  Midii- 
Unii  is  (•iiilKiciicd  ill  tills  (Iccisidi). 

'  Tlif  tijdcst   (if  the  Wisconsin   nciuloniies  wjis   iociitcd   at    Pliittevillc.   ami  was 
incorporntcd  iindrr  tlic  tcrritoriiil  laws  in  IH.'t'.l. 
-'  Cotistihitiini  of  W'isriitislii.  art.  X,  sec.  'J. 


Vol. 3.1  Joiifs. — Sfdfe  Aid  1o  Seroinhiry  Schools.  103 

academies  and  noniial  schools  was  passed.  This  act  provided  for 
the  creation  of  a  ''Board  of  Regents  of  Normal  Schools,"  to  be 
appointed  by  the  governor  with  the  approval  of  the  Senate,  the 
governor  and  state  superintendent  of  public  instru(;tion  being 
€x  officio  nienibors  of  this  board.  The  income  of  twenty-five  per 
cent  of  the  proceeds  arising  from  the  sale  of  swamj)  and  over- 
flowed lauds  granted  to  the  state,  by  act  of  Congress  iu  September, 
1850,  was  distributed  by  this  act  "to  the  Colleges,  Universities 
and  Academies  severally,  except  the  State  University,"  having 
established  and  maintained  a  normal  institute  in  connection 
therewith,  ''according  to  the  number  of  pupils  so  instructed  in 
such  studies  and  for  such  a  period  of  time  as  the  Board  of 
Regents  may  designate  as  a  qualification  or  condition  for 
receiving  the  benefits  of  this  act,"  but  no  school  could  receive 
more  than  $3,000  annually.  Every  chartered  college  or  university 
(except  the  state  university)  having  corporate  property  to  the 
amount  of  $50,000  above  iucumln-ances,  and  every  incorporated 
academy  having  corporate  jiroperty  to  the  amount  of  $5,000,  which 
established  and  maintained  a  normal  institute  in  connection  there- 
with, for  the  education  of  teachers,  was  permitted  to  share  in  this 
fund,  and  upon  furnishing  proper  security,  to  borrow  a  sum  not 
exceeding  $5,000  from  the  state  for  the  erection  of  a  building.  It 
was  also  provided  that  of  the  remaining  income,  "every  incorpo- 
rated college  in  this  State  with  a  clear  capital  of  $50,000  (except  the 
State  University)  shall  be  entitled  to  receive  $20  for  every  female 
graduate  who  shall  have  pursued  the  regular  course  of  studj-  in 
such  college,  or  such  course  as  the  Board  of  Regents  in  this  act 
shall  prescribe  in  lieu  thereof."'*  In  the  following  year,  1858, 
every  female  college  or  seminary  having  corporate  property  to 
the  amount  of  $20,000  was  made  to  share  in  the  distribution  of 
the  net  income  from  the  lands  specified  in  the  act  of  the  previous 
year,  and  whenever  the  income  subject  to  distribution  in  any  one 
year  amounted  to  $10,000,  every  public  union  or  high  school 
maintaining  a  normal  institute  in  connection  therewith  was 
permitted  to  share  in  the  income  of  this  fund,  in  such  ratio  as 
the  board  of  regents  should  designate.* 


•^  Laws  of  Wisconsin,  185 (,  cb.  82. 
■*/f7.,  1858.  ch.  139. 

Educ'n.— 8 


104  Uuiversifif  of  Citlifoniia   Pi(hIir(ifions.         [EDrcATioN 

In  is.')!),  tlic  law  was  modified  to  ivad  as  follows: 

Every  eliai-tered  college  or  university  in  this  state,  in  which  the 
usual  college  course  of  studies  has  been  established  and  prosecuted, 
having  corporate  property  to  the  amount  of  fifty  thousand  dollars 
above  all  encumbrances,  every  female  college  or  seminary  having 
corporate  property  to  the  amount  of  twenty  thousand  dollars,  and 
every  incoi-poiated  academy  having  corporate  property  to  the  amount 
of  five  thousand  dollars,  and  every  union  or  high  school  under  the 
control  of  any  city,  village,  town  or  district  board  of  commissioners, 
trustees,  or  directors  having  control  of  the  schools  in  such  city, 
village,  town,  or  district,  according  to  the  laws  of  this  state,  which 
shall  establish  and  maintain  a  normal  department  in  connection  there- 
with, for  the  education  of  teachers,  shall  receive  from  the  income  of 
said  fund,  in  su^^'h  ratio  as  the  board  of  regents  shall  designate.^ 

All  scliools  ill  which  a  iioi-iiial  dei)ai'tinent  was  established 
and  maintained  aceordinj;'  to  the  provisions  of  this  aet  were 
entitled  to  sliare  in  the  distrilnition  of  this  fund  "aeeordiufj:  to 
the  number  of  pui)ils  instructed  in  such  studies,  and  for  such  a 
])eriod  of  time  as  tlie  board  of  rej^ents  may  designate  as  a  quali- 
fication or  condition  for  receivinfj  the  l)enefitsof  thisact,  until  the 
aiiiount  awarded  to  anyone  of  such  institutions  shall  rea<-h  the  sum 
of  three  thousand  dollars  annually."  Each  school  sharinj^  in  this 
subsidy  was  required  to  make  an  annual  certified  report  of  the 
noinial  department,  giving:  the  age,  residence,  studies,  and  the 
nnniber  of  days'  attendance  of  each  pupil  retui-ned  by  tluMn  as 
entitled  to  the  distril)iit ive  share  of  state  funds,  together  with  a 
report  of  the  condition  of  the  institution. 

The  Civil  war  greatly  (liniinislied  the  attendance  in  these 
schools,  so  that  l)ut  seven  departments  were  maintained  in  18G4. 
Tliis  number  was  doubled  in  the  following  year,  l)ut  was 
diminished  to  nine  in  ISdH.''  The  decline  of  these  de])artments 
led  to  the  eslal>lislinicnl  of  normal  schools  devoted  entirel.\  to 
the  i)reparation  of  teachers. 


^>Id.,  I8.^!t.  eh.  !)4,  sec.  !t. 

u  Hauvev,  Biennial  report  of  the    state   .la/)!  rintendeiit ,  \W2,  ]>.  C.K.     A   cdpy  nf 
the  course  of  study  prescribed  liy  the  rfK'<'nts  in  I808,  is  giv«'ii  un  tliis  iniLjf. 


Vol.  3.]  Jones.  —  Sfdfc   Aid   to    S('C'))nJ(tri/    Schools.  10.") 


CHAPTER    III 

THE    RECENT    PERIOD 

The  academies  in  many  states  were  not  accessible  to  the  large 
majority  of  qnalifiecl  pnpils.  Only  in  exceptional  cases  were 
these  schools  free  to  tliose  in  attendance,  and  many  miles  of 
travel  and  long-  absences  from  home  were  necessary  to  enjoy  the 
advantages  offered  by  them.  The  rise  of  the  ])nl)lic  high  school 
is  part  of  a  widesi)read  movement  toward  organizing  nnder 
public  control  a  complete  system  of  educational  institutions.  By 
the  close  of  the  Civil  war  the  public  high  school  had  become  an 
established  factor  in  education,  although  it  was  not  until  many 
years  later  that  it  overtook  the  academies  in  the  enrollment  of 
students. 

In  the  most  of  the  states  the  high  schools  wei'e  organized  as 
part  of  the  common  school  system  of  the  state,  and  were  made 
to  share  in  the  distribution  of  the  current  school  funds  of  the 
state  in  the  same  manner  as  the  elementary  schools,  while  in  a 
few  states  the  high  schools  were  made  to  de])end  entirely  upon 
local  support.  In  states  where  the  high  schools  are  made  to 
share  in  the  annual  apportionment  of  the  school  fund  of  the 
state,  the  entire  amount  received  from  the  public  treasury  is 
usually  much  less  than  the  cost  of  maintaining  the  elementary 
schools,  and  the  cost  of  supporting  a  high  school  becomes  an 
additional  burden  upon  the  local  communities  supporting  such 
schools.  With  a  few  possible  exceptions,  the  high  schools  have 
been  established  by  voluntary  action  of  the  communities  in  which 
they  are  found.  No  better  proof  of  this  can  l)e  had  than  the 
experience  of  a  state  having  laws  requiring  certain  communities  to 
establish  such  schools.  In  Massachusetts,  sixty-seven  towns  not 
required  by  law  to  maintain  a  high  school  were  supporting  such 
schools  in  1900.  Wherever  they  are  found,  they  have  appeared 
in  response  to  a  public  demand,  and  are  a  worthy  testimony  to 
the  spirit  of  the  American  people  in  educational  matters.  Every 
city  points  with  just  pride  to  its  public  high  school,  while  many 
villages  and  rural  communities  have  equal  if  not  greater  cause 


106  Universiiy  of  California  Piihlicaiious.         [EorrAxioN 

to  1k'  pi'oud  of  the  excellent  schools  wliicli  a  progressive  spirit 
lias  inovidcd.  Possibl.x  no  other  single  feature  of  our  smaller 
cities  and  villages  is  more  freriuently  used  as  a  criterion  for 
judging  the  character  of  the  community.  Changes  in  the  social, 
eoniniercial.  and  iudusti-ial  world  have  l)rought  with  them  a 
demand  for  a  better  i)i-eparation  for  the  duties  of  life.  Tlic 
public  high  schools  have  grown  up  in  resi)onse  to  this  demand. 
In  the  ten  years  between  1890  and  1900,  their  number  increased 
from  2..")2()  to  (5, 00."),  and  the  number  of  students  attending  Iiigh 
sciiools  increased  from  202, 9().'}  to  r)19,2.")l  in  the  same  period. 

The  maintenance  of  these  schools  is  often  a  heavy  drain  ujion 
the  resources  of  the  smaller  cities  and  villages,  and  many  com- 
munities are  unable  to  i)rovide  such  means  of  educating  their 
children.  As  a  result  of  this  condition,  many  of  the  most  deserv- 
ing i)upils  are  often  obliged  to  discontinue  tlieir  studies  at  the 
end  of  the  elementary  cour.se,  while  others  are  obliged  to  accept 
the  work  of  a  very  inferior  l)ut  somewhat  advanced  school  in  lieu 
of  a  good  high  school  education.  The  modei-n  movement  in  legis- 
lation att'ecting  high  schools  aims  to  extend  to  all  (|ualitied  puitiis 
the  oi)i)ortunity  of  obtaining  a  free  secondary  education  in  well- 
equi])ped  and  i)roperly  classified  public  high  schools.  To  this 
end  all  taxal)lc  jiroj^erty  within  the  state  is  nuide  to  contrilmte  to 
t  he  snjiport  (»f  high  schools,  as  well  as  to  the  support  of  element  a  r.\ 
schools  and  universities.  Thci-e  is  an  unmistakable  etfoi-t  to 
extend  to  pujtils  in  rural  .sections  the  advantages  that  have  hitherto 
been  availal)le  oidy  to  tho.se  residing  in  the  more  pojjulous  centers. 
This  is  effected  in  several  of  the  states  through  the  gi-anting 
of  a  sul)sidy  from  the  state  treasury  for  the  su])port  of  the  high 
schools  of  tlic  state,  and  in  other  states  by  requiring  cojumunities 
that  are  unable  to  maintain  high  sehools  of  theii-  own  to  pa\  foi- 
tlie  tuition  of  (pialilied    pupils  attending  high   schools  elsewhei-e. 

.M.MXK 

The  free  high  school  system  of  Maine  was  established  in  1S7.'5. 
In  February  of  that  \v;\v,  an  act  was  jiassed.  entitled,  "An  act 
in  aid  of  free  high  schools."'  which  aimed  to  encourage  the  estab- 

'  Tlif  fri-e  liiKli  .school  luw  <>f  Wi.sciiii>in,  passt-d  in  1S7.1,  wa.s  closely  nuHleled 
iifliT  this  act. 


VOL.  3.]  Jones.  — Sf (lie   Aid  to   St^roiulari/   Schools. 


107 


lislmu'iit  of  lii<4li  schools  throuoh  the  gTantiiio;  of  a  state  subsidy 
to  such  schools,  as  follows: 

Sect  1  When  any  town  shall'  have  established  and  maintained  a 
free  high  school  as  provided  by  this  act,  for  at  least  ten  weeks  in  any 
one  vear,  snch  town  on  complying  with  the  conditions  herein  set  forth, 
shall  be  entitled  to  receive  from  the  state  one-half  the  amount  actually 
expended  for  instruction  in  said  school,  not  however  exceeding  five 
hundred  dollars  from  the  state  to  any  one  town;  provided,  that  no  town 
shall  be  entitled  to  such  state  aid  unless  the  appropriation  and  expen- 
diture for  such  school  on  the  part  of  said  town,  has  been  exclusive  of 
the  amounts  required  by  law  to  be  expended  for  common  school  pur- 
poses Such  state  aid  shall  be  paid  from  the  state  treasury  on  and 
after  the  first  day  of  December  of  each  year,  upon  certification  by  the 
governor  and  council  as  provided  by  section  eight. 

Sect    '^      Any  town  may  establish  and  maintain  not  exceeding  two 
free  hi-h  schools;  and  when  two  such  schools  are  maintained,  shall  be 
entitled  to  receive  the  same  state  aid  as  if  the  expenditures  for  both 
schools  had  been  made  for  one  school.  Two  or  more  adjoining  towns  may 
unite   in   establishing  and  maintaining  a  free   high  school,  and  both 
receive  the  same  state  aid  as  if  such  school  had  been  maintained  by 
one  town.     So   long  as  any  town  shall  decline  to  avail  itself  of  the 
provisions  of  this  act,  any  school  district,  or  union  of  districts  m  such 
town  may  establish  and  maintain  a  free  high  school,  and  receive  state 
aid  the  same  as  the  town  might  have  done ;  provided,  that  no  more  than 
two  such  free  high  schools  shall  be  established  in  any  town,  and  that 
the  amount  of  state  aid  extended  to  the  districts  in  any  town  shall  not 
exceed  the   sum  that  the  town  might  have  received.     Two  adjoining 
school  districts  in  different  towns  may  establish  and  maintain  a  union 
free  high  school,  and,  with  the  consent  of  both  towns,  may  receive  a 
proportional  part  of  such  state  aid,  to  be  determined  as  provided  by 
L  t'on   eight!  but  in   no  case  to  exceed   the  amount  t^^t  either  ^wn 
might   have   received.      Towns   shall   receive  m   trust   and   faithtully 
expend  donations  and  bequests  made  to  aid  in  the   mamtainence  of 
fi-ee  high  schools,  and  shall  receive  state  aid  in  such  cases  to  the  same 
extent,  and  on  the  same  conditions  as  if  such  schools  had  been  es  ab- 
lished  and  maintained  by   taxation;  provided,  that  no  town  shall  be 
entitled   to   receive  such  state  aid  on  any  expenditure  for  a  free  high 
school  or  schools  made  from  the  funds  or  proceeds  of  the  real  esta  e  of 
an   academy  or  incorporated   institution  of   learning,  surrendered  or 
transferred  to  such  town  for  educational  purposes. 

Sect  3  Anv  town,  or  union  of  towns  or  districts,  voting  to  establish 
a  free  high  school  as  herein  provided,  may  locate  the  same  perma- 
nently or  vote  that  the  terms  of  said  school  be  held  alternately  in  such 
school  districts  within  the  town  or  towns  as  may  be  selected,  and  as 
may  accept  said  school.  It  shall  be  the  duty  of  the  district  in  whic^ 
said  free  high  school  is  thus  held,  to  supply  appropriate  equipments 
for  the  same,  and  also  to  furnish  and  warm  a  suitable  building;  pro- 


108  Univfrsitij  of  CdJifornid  ]'nhJirfifions.         [edccation 

rifhd,  tliat  such  district  may  use  its  district  school-liouse  for  such 
free  high  school,  when  not  required  for  ordinary  school  purposes. 

Sect.  4.  The  course  of  study  in  the  free  high  school  contemplated 
by  this  act,  shall  embrace  the  ordinary  academic  studies,  especially 
the  natural  sciences  in  their  application  to  mechanics,  manufactures 
and  agriculture.  Sucli  school  or  schools,  when  estalilished  by  any  town 
or  union  of  towns,  shall  be  free  to  all  the  youth  in  such  town  or  towns, 
on  such  attainments  of  scholarship  as  shall  be  fixed  by  the  superin- 
tending school  committee  or  committees  having  the  supervision  of  said 
school  or  schools.  When  such  school  is  established  by  any  school 
district  or  union  of  school  districts,  it  shall  be  free  in  the  same  manner 
to  the  scholars  within  such  district  or  districts ;  and  also  open  to  scholais 
passing  the  required  examination  from  without  said  district  or  districts, 
hut  within  the  town  or  towns  in  which  said  district  or  districts  are 
situated,  on  the  i)aynient  to  the  agent  of  the  district  in  which  such  school 
is  located,  of  such  tuition,  to  be  fixed  by  the  superintending  school 
committee  or  committees  having  the  supervision  of  the  same,  as  shall 
be  equivalent  to  the  cost  per  scholar  of  maintaining  such  school,  after  de- 
ducting the  aid  extended  by  the  state.  Whenever  in  the  judgment  of  the 
superintending  school  committee  or  committees  liaving  the  supervision 
of  any  free  high  school  or  schools,  the  nunilier  of  i>upils  in  the  same  may 
be  increased  without  detriment,  scholars  from  without  the  town  or  towns 
directly  interested  in  such  school  or  schools,  may  be  admitted  to  the 
same  on  passing  the  required  examination,  and  paying  such  tuition  as 
may  be  fixed  by  said  committee,  to  tlie  treasurer  of  the  town  in  which 
the  school  is  kept,  when  such  school  is  nniintained  by  a  town  or  a  union 
of  towns,  or  to  the  agent  of  the  district  in  which  the  school  is  kept, 
when  such  school  is  maintained  by  a  district  or  union  of  districts. 

Sect.  7.  Any  town  may  from  year  to  year  authorize  its  superin- 
tending school  committee  to  contract  with  and  ]iay  tlie  trustees  of  any 
academy  in  said  town,  for  the  tuition  of  scholars  within  such  town,  in 
the  studies  contemplated  by  this  act,  under  a  standard  of  scholarship 
to  he  established  liy  such  committee;  and  the  expenditure  of  any  town 
for  tuition  in  such  academy  shall  be  suliject  to  the  same  conditions, 
and  shall  entitle  such  town  to  the  same  aid  from  the  state  as  if  said 
town  hail  made  such  exjienditure  for  a  free  higii  school. - 

To  l'ui-1  lici'  tlic  iiiovciiiciil  to  i»i-o\i(l('  sccoiidafy  ('(luc:it ion  in 
pul»lic  liij^li  schools,  the  same  Ic^^'islatnrc  liad  passt-d  an  act, 
cnlitlcd.  "An  ai't  lo  rnahk'  academies  to  snifeiider  their  i>roi»crty 
to  cities,  towns,  and  phuitations,  for  tlic  licnetit  of  free  hi^li 
schools."'  Foi- more  than  eiy'hty  yeai-s  the  academies  of  Maine 
liad  liccn  reco^iii/.cd  as  tlic  natnral  agencies  for  the  advani-cij  in- 
struction of  pupils  aftei-  tl omi)letion  of  the  elementary  studies. 

aiul  in  ree(>y:nition  of  such  services  liberal  t^^rants  had  been  made 

-  /jtiirn  of  Afiiiur.  IhT.'t,  ell.  V2\. 
:«y./..  ■•li".  11.-.. 


Vol.  :{.]  Joncs. — State  Aid  to  Secondary  Schools.  109 

to  these  schools  from  the  pul)li('  treasury.  Artiek^s  of  incorpora- 
tion liad  l)een  issued  to  nincty-ei<''lit  academies  prior  to  the 
passage  of  the  hiw  providing-  for  the  establishment  of  fi-ee  high 
schools,  iu  1873.  The  rate  of  incorporation  for  the  twenty-five 
years  previous  to  the  provision  for  a  sj'stem  of  public  secondary 
schools  averaged  one  academy  a  ^-ear.'  A  few  of  the  schools 
incorporated  by  the  legislature  were  not  organized,  and  many 
were  obliged  to  discontinue  their  work  about  the  middle  of  the 
century,  owing  to  a  decrease  in  attendance  and  the  consequent 
reduction  in  the  income  for  their  support. 

The  movement  toward  providing  secondary  schools  under 
public  control  had  made  itself  felt  prior  to  the  passage  of 
the  law  granting  state  aid  to  free  high  schools.  Twenty-one 
public  high  schools  had  been  established  in  fourteen  of  the  cities 
and  seven  of  the  larger  towns,  and  had  begun  to  supplant  the 
academies  in  the  work  of  providing  instruction  iu  the  more 
advanced  studies.  Seventy-nine  towns  and  twenty-four  districts 
had  each  made  provision  for  a  free  high  school  before  the  close  of 
the  first  year  of  the  operation  of  the  law,  making  in  all  one  hundred 
and  twenty-four  high  schools  at  the  end  of  that  year.  So  ra])id 
was  the  increase  in  the  number  of  these  schools  that  in  1875  the 
the  state  had  210  free  high  schools,  but  owing  to  the  hard  times 
that  followed  in  the  next  few  years,  the  number  of  these  schools 
was  reduced  to  150  in  1878.^  In  the  following  year,  in  the  pre- 
tended interest  of  economy,"  the  legislature  discontinued  the  pay- 
ment of  state  money  to  the  support  of  high  schools  for  the  period 
of  one  3'ear,'  and,  as  a  result,  nearly  every  high  school  that  had 
been  established  in  the  rural  communities  was  discontinued.  The 
provisions  of  the  high  school  law  of  1873  were  to  become  opera- 
tive again  in  1880,  but  the  annual  amount  of  state  aid  payable  to 
any  town  for  the  support  of  free  high  schools  was  reduced  from 
$500  to  $250,  with  the  following  provision  as  to  the  course  of 
study  in  any  school  receiving  this  aid: 

^  Stetson,  in  Maine  school  report,  1901. 

•"'Hon.  Nelson  Dingley,  Jk.,  Free  h'ujli  schools,  in  Maine  school  report,  1880, 
pp.  88-91  (appendix). 

"One  hundred  and  three  academies  are  enumerated  by  Stetson,  op.  cit.  Of 
these  four  failed  to  be  organized,  forty-five  have  been  discontinued,  leaving  fifty- 
four  schools  in  existence  as  academies  or  other  educational  institutions  in  1901. 

'Acts  and  resolves  of  Maine,  1879,  eh.  131. 


110  Univprsify  of  California  Puhlirations.         [educatios 

The  course  of  stiuly  in  the  free  high  school  contemplated  by  this 
act,  shall  embrace  the  ordinary  enjilish  academic  studies,  especially 
the  natural  sciences  in  their  apjilication  to  mechanics,  manufactures 
and  afjriculture;  but  the  ancient  or  modern  languages  shall  not  be 
taught  in  said  schools  except  wholly  at  the  expense  of  the  city,  town, 
district  or  union  of  districts  maintaining  such  school  or  schools.  But 
any  town  having  one  or  more  graded  schools,  with  a  prescribed  course 
of  study,  including  the  branches  latin,  greek  and  french  established  at 
the  time  of  the  passage  of  this  act,  shall  be  allowed  to  avail  itself  of 
this  act  without  causing  any  change  in  the  prescribed  course  or 
courses  of  study/ 

Many  of  the  better  endowed  aeadeinies  had  been  able  to 
contiuiie  their  work  of  furnishing  instruction  in  secondary 
studies.  In  1889,  towns  were  authorized  to  contract  for  the 
tuition  of  their  pupils  in  any  of  the  academies  or  high  schools, 
and  to  receive  from  the  state  the  same  aid  to  which  they  would 
have  been  entitled  had  they  snpiiorted  free  hi{?h  schools.  By  this 
arranfjement,  towns  not  sn]ii)(>rfiii^-  liigli  schools  received  from 
the  state  an  amount  equal  to  one-half  the  expenditure  by  the 
town  for  the  tuition  of  pupils  in  secondary  schools.  In  l<Si)7, 
the  course  of  study  was  so  amended  as  to  include  in  the  num])er 
of  state-aided  schools  only  such  high  schools  as  were  carrying  on 
the  studies  of  a  high  grade  secondary  school;  and  all  candidates 
for  admission  to  the  high  schools  were  required  to  pass  an 
examination  to  be  given  by  the  superintendent. 

After  the  establishment  of  the  free  high  school  system  in 
1873,  some  of  the  academies  were  obliged  to  petition  the  legisla- 
ture for  aid.  In  the  years  that  followed,  annual  approjiriations 
were  made  to  .sevei-al  of  Ihese  schools,  with  the  provision  that  the 
schools  receiving  aid  from  the  state  should  be  maintained  during 
two  terms  in  the  year,  and  should  be  ()])en  to  visitation  and 
ins])eetion  b\  the  state  siiiierintendeiit.  In  ISDI.  fourteen  acad- 
emies were  granted  an  annual  ajtpi'opriation  of  $.')()()  each  for  ten 
years,  two  academies  sj^SOO  each,  and  one  academy  $.'}()()  for  the 
same  jieiiod.  In  IS!)",  all  institutions  receiving  aid  from  the 
state  wei-e  l)rouglit  under  state  snpei'vision."  This  policy  of 
extending  aid  to  the  academies  in  the  form  of  annual  gi-ants  was 
gradually  extended   until    there    were    thirty-six    aeadi-mies.    in 


N/(/.,  1880,  I'll.  '.'29. 

"Stetson,  llistunj  nf  iiliirnfinii  in  Mnim  .  p\>.  s;i-8;). 


Vol. 3.]  Jones. — IStiite  Aid  to  Sicondanj  ^Srliools.  Ill 

1899,  receivin*?  sums  raiigiug  from  $250  to  $2,000  each  from  the 
state.'"  Special  legishition  with  reference  to  grants  to  the  various 
academies  was  done  away  witli  in  1901,  by  the  passage  of  an  act 
])roviding  for  a  systematic  i)lau  of  ai^iiortionment  of  state 
subsidies  to  academies,  seminaries,  and  institutes.  The  first 
section  of  this  act,  setting  forth  the  amounts  the  schools  are 
entitled  to  receive,  and  some  of  the  conditions  upon  which  such 
grants  are  made,  is  as  follows: 

Whenever  it  shall  be  made  to  appear  to  the  governor  and  council, 
from  returns  made  as  herein  provided,  that  any  incorporated  academy, 
seminary  or  institute  in  the  state  is  prepared  to  give  instruction 
equivalent  to  that  required  by  law  to  be  given  in  free  high  schools, 
that  the  pupils  attending  the  said  academy,  seminary  or  institute  are 
qualified  to  receive  such  instruction,  and  that  the  teachers  in  the  said 
academy,  seminary  or  institute  have  the  qualifications  fitting  them  to 
give  instruction  in  secondary  school  studies,  such  academy,  seminary 
or  institute  shall  be  entitled  to  receive  annually  from  the  State  a  sum 
not  exceeding  five  hundred  dollars  in  case  it  maintains  an  English 
secondary  school  course  of  study  as  prescribed  by  the  educational 
department  of  the  state,  and  has  an  average  attendance  from  towns 
and  cities  other  than  the  municipality  or  jurisdiction  in  which  said 
academy,  seminary  or  institute  is  located  of  at  least  ten  students,  or  a 
sum  not  exceeding  seven  hundred  and  fifty  dollars  in  case  it  maintains 
in  addition  to  an  English  course,  a  college  preparatory  course,  and 
has  an  average  attendance  from  towns  and  cities  other  than  the 
municipality  or  jurisdiction  in  which  said  academy,  seminary  or 
institute  is  located  of  at  least  twenty  students,  or  a  sum  not  exceeding 
one  thousand  dollars  in  case  it  maintains  an  English  course,  a  college 
preparatory  course  and  a  training  course  for  teachers,  and  has  an 
average  attendance  from  towns  and  cities  other  than  the  municipality 
or  jurisdiction  in  which  said  academy,  seminary  or  institute  is  located 
of  at  least  forty  students;  provided,  the  courses  of  study  herein  named 
shall  be  subject  to  the  approval  of  the  educational  department  of  the 
state;  and  provided,  that  the  amount  paid  by  the  state  to  any 
academy,  seminary  or  institute  under  this  act  shall  be  expended  by 
the  said  academy,  seminary  or  institute  for  instruction  during  the 
year  for  which  payment  is  made,  and  shall  not  exceed  the  total  income 
of  the  said  academy,  seminary  or  institute  from  all  other  sources;  and 
provided  further,  that  in  addition  to  the  amount  received  from  the 
state,  a  sum  equal  thereto  shall  be  expended  for  instruction  and 
maintenance  of  the  academy,  seminary  or  institute  during  said  year; 
and  provided  further,  that  every  academy,  seminary  or  institute 
receiving  money  from  the  state  under  this  act  shall  provide  instruc- 
tion as  contemplated  by  this  act  for  not  less  than  thirty  weeks  in  each 
year;  and  provided  further,   that  no  academy,   seminary  or  institute 

i"/(7.,  p.  89. 


112  Uiin'cysiiy  nf  ('(d'lforiiin   Pnhlirtitions.  [EDcciTiox 

shall  be  erediteil  with  niaintaiiiing  a  course  of  study  under  this  act 
unless  the  said  academy,  seminary  or  institute  shall  have  an  average 
of  not  less  than  twelve  students  in  said  course." 

Various  other  provisions  respecting;-  the  state-aided  academies 
and  other  private  seeondary  schools  are  made  in  otlier  sections 
of  this  act.  No  school  having  an  endowment  sufficient  to  yield 
an  annual  inconu^  of  $l,GOO,  and  no  school  with  an  average 
attendance  that  does  not  "exceed  thirty  students"  for  the 
preceding  year  is  entitled  to  receive  state  aid;  and  no  such  school 
is  entitled  to  more  than  ^.jOO  in  any  one  year  if  it  has  an  annual 
income  whicli  exceeds  $1,000,  or  if  the  average  attendance 
for  tlie  ]ire('eding  year  does  not  exceed  sixty  students; 
and  no  academy  is  entitled  to  this  subsidy  unless  it  was 
incori)orated  \n-\or  to  the  passage  of  this  act.  It  is  also  ])rovided 
that  towns  or  precincts  not  maintaining  free  high  schools,  but 
l)i-o\  idiug  free  tuition  for  their  high  school  students  in  any  of  tlicse 
scho(»ls,  are  entitled  to  i-eceive  state  aid  to  the  amount  of  one-half 
tlie  sum  thus  expended,  i)rovided  that  no  town  shall  receive 
more  than  $2.")0  foi-  this  jjurjiose  in  any  given  year. 

Under  the  operation  of  this  law,  in  1901-02,  thirty-two  acad- 
emies received  from  the  state  amounts  ranging  from  $'■>()()  to 
$1,000,  and  aggregating  $20,58").  In  achlition  to  this  amount, 
seventeen  <»f  the  academies  received  an  aggregate  of  $4,0!).")  from 
the  state  free  high  school  fund,  making  a  total  of  $24,()SO  to  the 
academies  in  that  year.'"  Meanwhile  the  nundicr  of  free  high 
sclioois  liad  increased  to  '_*"J4  in  1!)()2.  These  received  amounts 
ranging  fiom  $.")()  to  $2r>0  each,  and  aggregating  $44,;i7S)..']'). 
making  a  total  exj)enditure  of  $(>{),().")!). 3o  by  the  state  for  sjjccial 
aid  to  secondary  schools  dui-ing  that  year."'  This  sum  amounted 
to  a  little  ovei'  one-sixth  of  the  cost  of  maintaining  these  schools 
for  the  same  \cai-. 

MASSACHUSETTS 

In  IS'JT,  e\-ery  city,  town,  or  district  in  ^lassachusetts  con- 
taining li\'e  hundred  families  or  holders  was  recpiired  to  suj>i)ort 
a    uuister   competent    to    give   instruction    in    the    history   of   the 

"  Lilim  of  Miiiin  .   I'.MIl.  ell.   14S. 
'■-Stetson,  Maim  srli<><,l  report,  IIIOL".  ]>.  72. 
^■'  Id.,  u|>pcn<Ii.\,  pp.  (14-70. 


Vol..  :i.]  JoHf.s.  —  IStdfc   Aid  to   Seronddri/   Sriiooh.  113 

United  States,  l)ook-kee])iiig  by  single  entry,  geometry,  survey- 
ing-, and  algebra ;  and  every  city  or  town  containing  four  thou- 
sand inhabitants  was  re(|uired  to  provide  a  master  "competent 
to  instruct,  in  addition  to  all  the  foregoing  branches,  the  Latin 
and  Greek  languages,  history,  rhetoric,  and  logic."'  With  but 
occasional  deviations,  towns  of  five  hundi-i'd  families  liave  been 
required  by  law  to  maintain  a  secondary  school  since  that  time. 
Of  the  3r)3  towns  in  the  state,  184  were  not  required  by  law,  in 
1900,  to  maintain  a  high  school,  while  sixty-seven  of  these 
towns  were  at  that  time  supporting  such  schools. 

In  1891,  the  legislature  of  Massachusetts  passed  an  act 
requiring  towns  not  maintaining  high  schools  to  pay  for  the 
tuition  of  their  qualified  pupils  in  the  high  schools  of  other  towns 
or  cities,  as  follows: 

Any  town  not  required  by  law  to  maintain  a  high  school  shall  pay 
for  the  tuition  of  any  child  who  with  the  parent  or  guardian  resides  in 
said  town  and  who  attends  the  high  school  of  another  town  or  city, 
provided  the  parent  or  guardian  of  such  child  before  such  attendance 
obtains  the  approval  of  the  school  committee  of  the  town  in  which  the 
child  and  parent  or  guardian  reside. - 

In  1894,  the  school  commissioners  of  towns  not  maintaining 
high  schools  were  required  In-  law  to  approve  the  attendance  of 
all  qualified  pupils  in  high  schools  of  other  towns  or  cities, 
charging  a  reasonable  amount  for  tuition;  and  were  authorized 
to  pay  the  transportation  expenses  of  such  pupils  attending 
schools  elsewhere,  should  they  see  fit.''  In  1895,  towns  were 
permitted  to  vote  money  for  the  i)ayment  of  the  tuition  of  high 
school  pupils  in  academies,  provided  the  state  board  of  education 
should  approve  the  academy  for  that  purpose.*  In  the  same  year, 
the  state  began  to  reimburse  towns  of  less  than  $500,000  valuation 
for  all  amounts  expended  by  them  for  tuition  and  transportation 
of  high  school  pupils,  provided  that  the  expenditure  had  been 
for  attendance  at  high  schools  approved  by  the  state  board  of 
education." 

This  policy  of  aiding  the  weaker  toAvns   in   providing  high 

^  Laws  of  Massachuseffs,  1827,  cli.  \i'.i. 

-Acts  and  reaoJves  of  3fassachH.'ietts,  1891,  ch.  2G.'5. 

^Id.,  1894,  ch.  436. 

J  rd.,  189.5,  ch.  212. 

■'/d.,  1895,  ch.  94. 


114  University  of  Calljonnn  Pnhlicdfions.  i education 

school  iiisti-uction  was  (•onsi(lcral)ly  extended  in  1!J(»:^.  l>\  the 
])rovisi<)ns  of  a  law  passed  in  that  year,  towns  of  more  tlian  tive 
Inuidred  families  are  required  to  supi)ort  high  schools  witlumt 
receiving  aid  from  the  state,  while  towns  of  less  tlian  that  niimlier 
are  grouped  into  five  classes,  as  follows: 

1.  Towns  whose  valuation  averages  a  larger  sum  for  each 
l)ui)il  in  the  average  meml)ershii)  of  tlu-ir  ])ul)lie  schools  than  the 
eorresi)oiuling  avei-age  for  the  coTumonwealth.  These  are  not 
entitlt^l  to  state  aid  if  maintaining  a  liigh  sdiool.  nor  to  reim- 
bursements for  anu^unts  expended  for  the  tuition  of  i)ui)ils 
attending  high  schools  elsewhere. 

2.  Towns  without  high  schools  of  their  own  and  having  a 
valuation  of  less  than  $7.")( ).()()()  each.  These  aiv  entitled  to  the 
full  amount  expended  for  the  tuition  of  (|ualitied  jtujiils  attemling 
any  of  the  api)roved  high  schools  in  the  state. 

3.  Towns  without  a  high  school  of  their  own  and  having  a 
valuation  of  more  than  $750,000  each.  These  are  iciniliursed  foi- 
one-half  the  amount  expended  for  such  tuition. 

4.  Towns  that  maintain  high  schools  of  their  own  with  two 
()!•  more  teachei-s  eaeh.  Sucli  towns  are  entitled  to  I'cceive 
annually  from  the  treasury  of  the  commonwealth  towai-d  the 
support  of  such  high  school  the  sum  of  thi-ee  hundred  dollars. 

5.  Towns  that  nuiiutain  high  scht)ols  of  their  own  with  only 
one  teacher  each.     These  receive  no  aid  t'lom  tjie  state." 

There  were  in  1902  twenty-four  tow/is  of  the  first  class, 
eighty-nine  of  the  second  class,  eighteen  of  the  thii-d  class, 
thii-ty-three  of  the  fourth  class,  and  t  went\-<tne  of  the  fifth  class." 
The  act  continues,  "aiul  no  expenditure  sluill  be  uuule  l»y  the 
(\num(»n wealth  on  account  of  high  scliool  instruction  undei-  the 
l)j-o\isions  of  this  section  unless  tlie  high  school  in  which  such 
instructi(»n  is  fui'uishcd  has  been  appi'o\-cd  by  the  [state]  lioard 
of  education."""  The  annual  appiopriation  for  this  exi>enditure 
was  increased  fi-om  fourteen  thousand  dollars  in  1!)02''  to  thirty 
thou.sand  dollars  in  IDO.'].'" 

»/(/..  l'.»(IL»,  ell.   J.t;!. 

•  IIlI.I,,  i)fili<s<icln(S(ll.i  srhiKil  (tnriiniinl,  no.  K,   I'.KI'J,  pji.    t-T. 

>^Art.i  tint!  ri'solri's  «/  .)f<iss<iiliiis<l/s.   I!t()2,  ch.  4:i;i. 

■'/(/..  I'.MI-J,  ell.  17. 

'o/r/.,  1!»():{,  ell.  .((>. 


Vol. 3.]  Jones. — St<(fe  Ai(J  to  Scronddry  Schools.  11") 

It  is  the  evident  intent  of  this  hnv  to  seenre  to  eacli  cliild  tlie 
oi)i)ortunity  of  ol)tainin<;'  a  secondary  education,  and  at  tlie 
same  time  to  i)rote('t  the  ehikl  against  the  injustice  of  liaving  to 
accept  uiuler  the  name  of  high  school  education  that  which  does 
not  come  uj)  to  the  high  school  standard.  In  this  respect  the 
schools  are  following  the  lead  of  the  business  world,  which 
demands  laws  to  protect  it  against  adulterated  goods  bearing 
lal)els  that  would  lead  the  consumer  to  su])pose  them  genuine. 
It  is  provided  that  if  the  towns  now  attempting  to  carry  on  high 
school  work  in  schools  of  but  one  teacher  will  give  up  the 
attemi)t  and  send  their  pupils  to  other  high  schools,  or  if  they 
will  build  up  an  approved  school  of  two  or  more  teachers,  they 
will  be  entitled  to  state  aid  in  the  same  manner  as  other  towns. 

The  following  section  aims  to  define  what  the  state  requires 

of  the  high  school,  leaving  the  state  board  of  education  to  pass 

upon  the  qualifications  of  the  instructors,  and  the  equipment  of 

the  school: 

Every  city  and  everj'  town  containing  aeeordiug  to  the  latest 
census,  state  or  national,  five  hundred  families  or  householders,  shall, 
and  any  other  town  may,  maintain  a  high  school,  adequately  equipped, 
which  shall  be  kept  by  a  principal  and  such  assistants  as  may  be 
needed,  of  competent  ability  and  good  morals,  who  shall  give 
instruction  in  such  subjects  designated  in  the  preceding  section"  as 
the  school  committee  consider  expedient  to  be  taught  in  the  high 
school,  and  in  such  additional  subjects  as  may  be  required  for  the 
general  purpose  of  training  and  culture,  as  well  as  for  the  purpose 
of  preparing  pupils  for  admission  to  state  normal  schools,  technical 
schools  and  colleges.  One  or  more  courses  of  study,  at  least  four 
years  in  length,  shall  be  maintained  in  each  such  high  school  and  it 
shall  be  kept  open  for  the  benefit  of  all  of  the  inhabitants  of  the  city 
or  town  for  at  least  forty  weeks,  exclusive  of  vacations,  in  each  year. 
A  town  may  cause  instruction  to  be  given  in  a  portion  only  of  the  fore- 
going requirements  if  it  makes  adequate  provision  for  instruction  in 
the  others  in  the  high  school  of  another  city  or  town.'-' 

The  method  of  distributing  the  proceeds  of  the  general  school 
fund  of  the  state  is  deserving  of  careful  study.     The  permanent 

1'  The  following  list  of  studies  for  public  schools  is  enumerated,  in  addition  to 
studies  of  a  more  elementary  character:  Bookkeeping,  algebra,  geometry,  one  or 
more  foreign  languages,  the  elements  of  the  natural  sciences,  kindergarten  train- 
ing, manual  training,  agriculture,  sewing,  cooking,  vocal  music,  physical  training, 
civil  government,  ethics  and  such  other  sulijects  as  the  school  committee  consider 
expedient  maj'  be  taught  in  the  public  schools. 

^-Revised  Laws,  ch.  42,  sec.  2. 


116  Universiiy  of  Califoniia   riihliciiiUnis.  [education 

school  fund  is  now  considcraldy  in  oxoess  of  four  millions  of 
dollars,  and  an  annual  addition  of  one  liuudi-cd  thousand  dollars 
is  nuidc  to  it  until  tin*  fund  shall  amount  to  five  nullions.  at 
which  liji'urc  it  is  to  remain. 

One-half  of  the  annual  income  of  said  scliool  fund  shall,  without 
specific  appropriation,  be  apportioned  and  distributed  for  the  support 
of  public  schools,  in  the  followincj  manner:  Every  town  which 
complies  with  all  laws  relative  to  the  distribution  of  said  income  and 
whose  valuation  of  real  and  personal  property,  as  shown  V>y  the  last 
preceding:  assessors'  valuation  thereof,  does  not  exceed  one-half 
million  dollars  shall  annually  receive  three  hundred  dollars;  but  if  its 
rate  of  taxation  for  any  year  shall  l)e  eifjhteen  dollars  or  more  on  a 
thousand  dollars,  it  shall  receive  fifty  dollars  additional;  every  such 
town  whose  valuation  is  more  than  one-half  million  dollars  and  does 
not  exceed  one  million  dollars  shall  receive  two  hundred  dollars;  and 
every  such  town  whose  valuation  is  more  than  one  million  dollars  and 
does  not  exceed  two  million  dollars  shall  receive  one  hundred  dollars; 
and  every  such  town  whose  valuation  is  more  than  two  million  dollars 
and  does  not  exceed  three  million  dollars  shall  receive  fifty  dollars. 
The  remainder  of  said  lialf  shall  be  distributed  to  towns  whose  valua- 
tion does  not  exceed  three  million  dollars  and  whose  annual  tax  for 
the  support  of  the  public  schools  is  not  less  than  one-sixth  of  their 
whole  tax  for  the  year,  as  follows:  Every  town  whose  school  tax  is 
not  less  than  one-third  of  its  whole  tax  shall  receive  a  proportion  of 
said  remainder  expressed  by  one-third;  every  town  whose  school  tax 
is  not  less  than  one -fourth  of  its  whole  tax  shall  receive  a  proportion 
expressed  by  one-fourth;  every  such  town  whose  school  tax  is  nf)t 
less  than  one-fifth  of  its  whole  tax  shall  receive  a  proportion  expressed 
by  one-fifth;  and  every  such  town  whose  school  tax  is  not  less  than 
one-sixth  of  its  whole  tax  shall  receive  a  proportion  expressed  by  one- 
sixth.  All  money  appropriated  for  other  educational  purposes,  unless 
otherwise  ]>rovided,  shall  lie  paid  from  the  other  half  of  said  income. 
If  the  income  in  any  year  exceeds  such  appropriations,  the  surjiliis 
shall  be  added  to  the  principal  of  such  fund." 


'•'iA'ri.s-cf?  //flics,  ell.  41,  sec.  4.  By  a  nioditication  of  this  law  in  l!Hi;{.  tlio  weaker 
towns  were  ffrimtcd  a  larger  share  of  the  income  of  the  state  seliool  fund,  as  follows: 
Tlie  three  liundred  dollars  f^raiited  to  towns  of  less  than  one-half  million  dollars 
valuation  was  increased  to  five  hundred  dollars,  and  the  tifty  dollars  additional  to 
seventy-five  dollars:  the  two  hundred  dollars  f;rai\ted  to  towns  with  valuation  niniir- 
in;r  from  one-half  million  dollars  to  one  million  dollars  was  increased  to  three  hundred 
dollars;  towns  with  valuation  ran^jiiiK  from  one  million  <lollars  to  two  million 
d<dlars  received  one  liundreil  and  fifty  dollars  instead  of  one  hundred  d»dlars;  and 
towns  with  valuation  raii^riiif;  from  two  million  dollars  ti)  two  and  one-half  million 
didlars  received  seventy-live  (hdlars  each;  while  the  n-niainder  of  the  said  half  was 
distributed  to  towns  of  not  more  than  two  ami  one-half  million  dtdlars  valuation 
(instead  of  towns  of  less  than  three  million  didlars  valuation),  in  the  same  manner 
as  provided  in  the  previous  law.     {Laws,  \W.\.  cli.  4."i(i. ) 


Vol.  3.]  JotU's.  —  Sfdic   Aid  io    Sirohthiri/    Schools.  117 

It  will  ))('  noted  tliat  no  town  whose  valution  exceeds  three 
million  dollars"  is  made  to  share  in  this  (listril)ntion,  and  that 
one-half  of  the  annual  income  is  reserved  for  the  general  s(diool 
expenses  of  the  connnonwealth.  In  another  section,  it  is 
provided  that  no  t(nvn  failing  to  comply  with  the  requirements 
of  the  law  in  regard  to  high  schools  shall  share  in  this  distribu- 
tion. The  law  evidently  aims  to  help  those  who  most  need  help, 
and  those  who  are  most  willing  to  help  themselves. 

NEW^    YORK 

New  York  has  continued  without  interruption  the  policy  of 
granting  special  aid  to  her  secondary  schools,  which  was  inaug- 
urated soon  after  the  close  of  the  Revolutionary  war.  lu  1864, 
the  general  acts  relating  to  ])ublic  instruction  were  revised  and 
consolidated.  Provision  was  made  for  the  formation  of  union 
free  schools,  and  for  the  establishment  of  academical  departments 
in  these  schools  whenever  in  the  judgment  of  the  board  of  educa- 
tion the  demand  for  such  instruction  would  warrant  it.^  Such 
academical  departments  w^ere  made  subject  to  the  visitation  of 
the  regents  and  to  all  the  regulations  relating  to  academies,  except 
the  provisions  relating  to  the  buildings  in  which  such  instruction 
should  be  given.  The  qualifications  for  entrance  to  the  academ- 
ical department  were  made  the  same  as  those  prescribed  by  the 
the  regents  for  an.v  of  the  regular  classes  in  the  academies.  Pro- 
vision was  made  at  this  time  for  the  transfer  of  academies  to 
boards  of  education  of  union  free  schools,  or  for  the  adoption  of 
an  academy  as  a  department  of  a  public  school."  These  aca- 
demical departments  w^ere  made  to  share  in  the  same  manner  as 
the  academies  in  the  distribution  of  the  annual  subsidy  to  the 
secondary  schools. 

The  annual  appropriation  of  forty  thousand  dollars  to  the  acad- 
emies under  the  visitation  of  the  regents  was  distributed  to  these 
schools  upon  the  basis  of  the  number  of  scholars  pursuing  classical 
or  higher  English  studies;  that  is,  studies  that  are  properly  of  a 


i*This  was  reduced  to  two  and  one-half  million  dollars  in  1003.     (X/dirs,  191W, 
ch.  -IMi.) 

^  Laws  of  Xew  York,  ISGi,  ch.  T).")"),  title  IX. 
2/(Z.,  sec.  24. 


118  Universift/  of  Cdlifovina   Piihlicafintis.  [EDrcATios 

liijili  scli()(jl  tirade.  Previous  to  1865,  the  miiiibcr  of  sudi  scholars 
in  each  school  was  determined  from  the  returns  made  by  the  various 
schools.  In  that  year  a  s.vstem  of  written  examinations  in  the 
elementary  Itrauches  was  instituted,  and  the  annual  apportion- 
uifut  was  made  iqxtn  the  l)asis  of  the  nund)er  of  scholars  in  each 
of  the  schools  who  coidd  undergo  this  test.'  Simultaneous  written 
examinations  were  conducted  in  all  the  academies,  in  arithmetic, 
English  grannnar,  geograpli.y,  reading,  writing,  and  spelling.  As 
a  result  of  this  test,  the  number  of  i)upils  in  the  academies  entitled 
to  draw  state  money  was  reduced  fi-om  21,947  to  less  than  G. ()()().* 
In  1S7(),  all  examination  papers  of  i)upils  claimed  to  have  passed 
the  examination  were  made  returnable  to  the  office  of  the  regents 
where  they  were  subject  to  review  and  revision.  The  introduction 
of  tlie  system  of  examinations  was  followed  by  nuirked  imi)rove- 
inent  in  the  (piality  of  instruction  in  the  academies,  and  the 
academies  themselves  j^i'catly  ai»])reciated  the  good  results  of  this 
system  of  inspection,  in  1.S77,  the  legislature  authorized  the 
extension  of  the  examinations  to  include  the  advanced  studies, 
and  in  -lune,  1878,  examinations  in  twenty  advanced  studies 
were  instituted  on  the  same  general  plan  as  that  of  the  i)relim- 
inary  examinations.  The  number  of  studies  in  which  advanced 
examinations  were  given  was  steadily  increased  until  seventy-six 
subjects  were  included  in  tlie  <'.\aiMina1  ions  given  in  IDO.'i.' 

The  distribution  of  the  academic  fund  was  made  in  ISSO  to 
depend  in  i)art  upon  the  results  of  this  advanced  examination. 
At  one  time  tliirt\ -foui-  per  cent  of  all  the  ai>i)r()priations  were 
made  up(»n  this  basis.  In  1898,  the  secretary  of  the  high  school 
ilepartint'iit  of  the  university  recommended  tliat  further  distribu- 
tion upon  the  basis  of  examination  returns  ])e  discontinued.'' 
The  method  of  paynienf    l)y  results  was  diseont inui'd   in   acc(n-- 

'•'  IIiiHdlioiik,  no.  '.i,   L' hi  re  IS  ill/  of  the  Sttitc  of  Aeiv   I'ork,  1!)02,  p.  .">. 

^  Hi  TI.KH,  in  Hoi'oii's  Jlixlorirdl  record,  op.  cit.,  i)p.  ;t2-;?.'t. 

''  JJiindhook,  op.  cif.,  pp.  :"),  :!8.  A  special  tax  of  .f  12.">,000  was  levied  in  187.'1  for 
tlie  hciiclit  of  tin-  secondary  schools.  Tlie  annual  appropriation  for  books  and 
apparatus  was  doubled  for  that  year,  and  the  annual  ajipropriation  for  teachers' 
classes  was  raised  from  $18,000  to  !i*:iO, 00(1;  the  amount  ea<"h  school  was  entitled  to 
receive  for  instruction  of  students  in  the  normal  classes  was  raised  to  fifteen  dollars 
jter  .student,  ami  every  academy  was  made  elifiible  to  share  in  this  ]>rivilef;«'.  *'xcei)t 
denominational  schoids,  which  were  excluded  from  the  benefits  of  state  aid  durin;; 
that  year.  This  measurt-  had  as  one  of  its  jmrposes  a  reduction  in  the  amount  of  tuition 
fees  <'hurf;ed  by  the  state-iiided  sc1uk)1s.     (  Liiirs,  187.'{,  ch.  M'2.) 

'•  Hkown,  The  making  of  our  middle  schools,  p.  IWJ. 


Vol.  3.]  Jones. — Staff  Aid  io  Seconihirn  Schools.  119 

(lance  with  this  rccoiiiiiieiulation,  and  in  August,  1!)()(),  the  follow- 
ini;'  ai)i)()rti<)unient  was  fixed  u])<)n: 

1.  Each  registered  undenominational  school  of  academic 
grade  receives  annuallj-  from  the  academic  fund  a  quota  of  $100. 
The  university  also  pays  one-half  the  cost  of  approved  books  and 
apparatus  purchased  by  such  schools,  but  does  not  allow  more 
than  $250  a  year  under  this  head  to  any  one  school. 

2.  Each  registered  school  of  academic  grade  that  submits  to 
examination  and  insi)ection  receives  also  a  grant  for  each  day's 
attendance  of  each  academic  student.' 

Denominational  as  well  as  undenominational  schools  are  made 
to  share  in  the  benefits  of  the  apportionment  upon  the  basis  of 
attendance.  In  1902,  the  amount  apportioned  as  a  flat  sum  of 
$100  to  each  school  amounted  to  $61,000;  the  amount  apportioned 
for  books  and  apparatus  amounted  to  $15,949;  and  the  apportion- 
ment on  the  basis  of  attendance  amounted  to  $226,721.  The 
amount  apportioned  to  the  one  hundred  denominational  schools 
in  this  catagory  amounted  to  $11,317,  an  average  of  about  $113 
to  each  school.* 

At  the  close  of  the  fiscal  year  of  1901,  the  Literature  Fund 
amounted  to  $284,201.30.  The  income  of  this  fund  furnishes 
$12,000  of  the  annual  amount  apportioned  to  the  secondary 
schools;  $34,000  was  added  from  the  income  of  the  United  States 
deposit,  in  1902;  and  the  balance  of  the  $344,457.90  apportioned 
in  that  ^ear  was  derived  from  general  taxation.  Of  the  schools 
sharing  in  this  subsidy,  610  were  undenominational  schools,  and 
100  were  denominational  institutions.' 

The  regular  regents'  examinations  are  held  in  Januarj-  and 
-June  in  seventy-six  subjects,  covering  all  the  courses  in  the 
secondary  schools.  A  March  examination  is  given  in  twenty-six 
subjects  only;  schools  may,  if  they  desire,  take  this  examination 
also,  although  no  school  is  required  to  take  any  examination. 
A  special  examination  for  professional  and  technical  students 
only  is  held  in  New  York,  Albany,  Syracuse,  and  Buffalo  in 
Se])tember.      Twenty-five  suljjects  of  secondary  grade  are  offered 

''  HancUiooli,  op.  cif.,  pp.  19,  20. 

^Letter  from  Henry  L.  Taylor,  Director's  Assistant  in  College  and  High  School 
Department,  Albany,  X.  Y. 
'■'  Id. 

Educ'n.— 9 


120  Univfrsiiii  of  Cdlifoniin  PuJiIicufions.         [editatios 

at  this  t'xaiMiiiatioii.'"  T<»  oarry  on  t'lliciciitly  tlir  work  of  insj^'C- 
tioii  and  <'xaiiiiiiatioii.  a  corjis  of  ten  insi)e('tors  and  an  ajipai-atns 
clcik  and  a  staff  of  eleven  examiners  and  thirty-two  clerks 
and  jnnior  clerks  is  required. 

The  thirty  secondary  schools  sharinj^-  in  the  state  suhsidy 
in  1820"  had  inci-cased  to  710  in  IDO'J.  The  annual  appropria- 
tion had  increased  from  $:},:)()()  in  17!)2  to  ii?10.()(1()  in  1S:1().  and 
to  $100. 000  in  1887,  and  to  $:r)0,000  in  l!»o:!.  The  annual 
amount  distributed  for  Ixtoks  and  other  su]»i)lies  increased  from 
the  $;5, ()()()  of  is:}.")  to  $0, ()()()  in  188.1. '■'  This  sum  varied  eonsid- 
era])ly  from  time  to  time,  the  amount  api)ortioned  to  the  schools 
beiuf?  frequently  in  excess  of  the  regular  amount  ai)i)ropriated. 
The  apportionment  in  1!)02  anu)unted  to  $1."),9-19.  The  total 
apportionment  to  the  academies  for  books  and  ap]»aratus  from 
179:5  to  1882.  inclusive,  amounted  to  $1.17, 009.29,''  while  the  total 
amount  for  all  pui-poses  up  to  1884  M'as  $1,996,738.18,  besides 
more  than  sixty  si)eeial  j^-i-ants  of  land  and  money,  the  latter  alone 
amounting  to  more  than  $.10, 000."  The  average  amount  received 
by  the  undenomimitional  schools  of  secondary  grade  from  this 
special  subsidy  in  1902  amounted  to  more  than  foui-  hundred  and 
fifty  dollars  per  school.'' 

MARYLAND 

From  the  earliest  attenijjts  to  establish  a  system  of  secondary 
schools  in  Mai-yland,  the  ideal  of  one  such  school  for  eacdi  county 
has  been  retained.  In  1S().1.  an  attempt  was  made  to  establish  a 
state  system  of  ])ublie  high  scIkioIs  and  to  apju-opriate  for  their 
support  tlie  annual  donations  i)re\iously  made  to  the  academies. 
The  following  are  the  main  pro\isions  of  an  act  passed  in  that 
year : 

There  shall  t)e  for  each  county  at  least  one  hiph  school  in  which 
instruction  shall  be  given  to  males  and  females  in  the  higher  branches 
of    English   and   Hcientific   Education,    and   in   the   Latin   and   Greek 


^"  /III ml h< ><>!,■ .  0/1.  (it..  ]>]).  4.  :{.'>-:!!l. 

"  Ilociill,  ojt.  fit.,  ().  .">■_',").      .\ini  tji-si  vi  nth   ni/ints'  n/Hirt.  pp.  ."):i.V.')4."i. 
'-  Liiirn,  18H."i,  eh.  '2W.     Kor  tlic  nifthixl  of  .■ipportionniciit  of  funds  to  tcacliiTs' 
chiHscs,  see  Laws,  1K77,  cli.  4'jri. 
"  '  /./.,  p.  r):{.".-.-.4.'.. 

'<Hi.ACKMAU.  Nistori/  11/  /,■•!.  nil  ,i,nl   w,,/,   ,i i.l  I.,  Ii ii/liir  rdiii-iitioii .  \>]>.  141-1 1:.. 
I''TaYI,<ik,  Litlir,  o/i.  rit. 


Vol. .f.]  Jones.  —  Siitic  Aid  to  ScroiKhiri/  Sc/kioIs.  121 

languages  and  Matliematics,  siillieient  to  prepare  youths  to  enter  any 
one  of  the  State  colleges,  under  control  of  the  Council  of  the  Univer- 
sity of  Maryland;  the  terms  of  admission  to  the  hi^h  schools  shall  be 
determined  by  the  State  Board  of  Education;  the  number  of  hip:h 
schools  in  the  city  of  Baltimore  shall  be  determined  by  the  Board  of 
School  Commissioners. 

The  State  donations  now  made  to  academies  and  schools,  consist- 
ing of  annual  appropriations  to  each  county,  and  now  divided  among 
several  academies  or  paid  to  the  School  Commissioners  for  the  general 
school  fund,  shall  constitute,  together  with  such  other  donations  as 
from  time — may  be  made,  and  annual  appropriations  by  the  County 
Board,  a  high  school  fund,  and  be  used  by  the  Board  of  School 
Commissioners  to  aid  in  paying  the  salary  of  the  Principal  and  other 
Teachers  of  the  high  school.^ 

Every  such  high  school  was  to  be  visited  and  examined  annu- 
ally l)y  the  state  sui)erintendent,  or  by  a  professor  of  the  state 
normal  school  appointed  by  him,  and  at  least  once  each  term 
by  the  president  of  the  board  of  school  commissioners,  who  was 
required  to  report  quarterly  to  the  board  the  results  of  his  obser- 
vations and  to  offer  such  suggestions  as  would  improve  the 
efficiency  of  the  instruction  and  increase  the  benefits  which  the 
school  was  designed  to  confer.  The  report  of  this  inspection, 
together  with  the  recommendations,  was  published  in  the  annual 
report  of  the  state  superintendent. 

This  strongly  centralized  system  gave  to  the  state  board 
consisting  of  the  governor,  lieutenant  governor,  speaker  of  the 
house,  and  a  state  superintendent  of  schools  appointed  by  the 
governor,  almost  unlimited  control  over  the  schools  receiving 
state  aid.  But  the  movement  proved  too  radical,  and  in  1868 
local  self-government  was  partially  restored,  with  the  provision 
that,  "In  all  particulars  concerning  text-books,  course  of  study 
and  mode  of  discipline,  the  High  School  shall  ))e  under  the 
control  of  the  State  Board  of  Education.""  Districts  were  given 
power  under  this  law  to  unite  in  establishing  high  schools,  and  all 
high  schools  were  made  subject  to  annual  visitation  and  examina- 
tion by  the  pi-incipal  of  the  state  normal  school,  or  by  a  professor 
from  the  school,  and  to  more  frequent  inspection  by  the  presi- 
dent of  the  high  school  board.  The  establishment  of  public 
high  schools  under  this  law  gave  to  the  state  at  least  one  such 


^Laws  of  Maryland,  18G5,  ch.  160,  title  II,  ch.  VIII,  sees.  1.  4. 
2/d.,  ch.  407,  title  I,  ch.  VIII. 


122  Universifi/  of  C(iliforni(i   I*HJ)Vic<tti<nts.         [ei.ltatios 

scliodl  ill  cacli  couiit.w  III  st'Vt'ful  of  the  r(nmtit'.s,  the  aeutleinies 
were  a(hii)te(l  as  the  hij^h  school  department. 

The  aiiiiual  donation  to  the  academies  was  in  several  of  the 
counties  ai)i)ortioned  to  two  or  more  sucli  institutions,  so  that 
the  academies  iu  many  j)hices  found  it  diftieult  to  maintain  their 
independent  existence.  Many  of  them  vohmtarily  eame  under 
tlie  control  of  tlie  school  commissioners,  and  received  tlie  annual 
donation  from  the  state.'  In  this  way  they  became  high  schools 
for  the  counties  in  which  they  ai-e  located,  although  several  of 
them  have  retained  their  own  names.  Anionj^-  tho.se  that  have 
retained  their  sepai-ate  existence  are  Allegliany  County  School. 
Frederick  College  (formerly  Frederick  County  School) .  l>i-ook- 
ville  Academy,  and  l\nck\ille  Aeademx',  in  Montgomery  County. 
West  Nottingham  Academy,  in  Cecil  County,  and  Charlotte 
Hall. 

The  nuiiiher  of  secondary  schools  annually  aided  froiii  tin- 
state  treasury  has  remained  about  tifteen,  while  the  total  amount 
apportioned  to  the  schools  of  this  class  has  vai-ied  Imt  little  in 
sixty  years.  The  amounts  annually  a])i)ortioned  to  the  several 
s<'liools  I'ange  from  $100  to  $L'.. ')()()  each,  wliile  the  total  amount 
is  iisiialh'  close  to  ten  thousand  dollars.' 


WISCONSIN' 

The  ])ei'io(l  Ix'tweeii  tlu'  admission  of  Wisconsin  into  the 
union  and  the  estaltlisliiiieiit  of  a  state  system  of  free  high 
schools  in  1S7.')  was  marked  l)y  a  rapid  inci-ease  in  the  numher 
of  advanced  oi-  "graded"  ])ul»lie  schools.  The  nunil>er  of  such 
schools  increased  from  about  lifly  in  ISfiO  to  4'Jl  in  187").  In 
t  wciity-seveii  of  the  largest  towns  and  cities  these  s(diools  had 
ad\aiiced  to  the  gi-ade  of  high  S(dio(tls,  while  "JIO  of  the  .'{!)-l 
graded  schools  outside  of  the  cities  had  three  oi-  iikhc  de))art- 
nients.  Tlic  fnniiatioii  of  county  high  schools  had  Ix-cii 
recommended  by  the  slate  siipci-inteiideiit  in   1S.")"J,  and  legislative 

■'  Hy  scimrafc  ic^cislalivc  iiclr<,  I  lie  iiiiiiiiiil  ii|>|>r(i|>riiiti(>ns  were  rrston-d  to  sfvi-riii 
ani(lciiiics.      (Ltiwx,  ISIJH,  clis.  \K\.  VX.\,  'JOH.  2:f:(,  4:i4:  lUC'.t.  cli.  22;{. ) 

^  For  II  stiitciiifiif  (if  the  iiinuiints  fjraiitcd  to  those  scliools  in  luiy  jriven  yi'ur,  set- 
Aiiiniiil  nporl  of  ttte  stillf  hoiird  of  fduviltiitii. 


Vol.  3.1  Jones.  —  Si((tf  Aid  to  Scroiuldri/  Schools.  123 

l)r()visioii  foi-  union  hiu'li  sdiools  was  made  in  IS.IS,  l)ut  very  few 
lii^'li  seliools  wei'e  oi'u'anized  under  tliis  in-ovision,  as  the  districts 
were  averse  to  giviuo-  up  their  district  organization.' 

A  state  system  of  free  high  schools  was  established  in  1875 
l)y  the  passage  of  an  act,  entitled,  "AN  ACT  to  authorize  the 
establishment  and  aid  in  the  maintenance  of  tree  high  schools." 
Under  the  provisions  of  this  act,  any  town,  incorporated  village, 
or  city  in  the  state  was  authorized  to  establish  and  maintain  a 
free  high  school  whenever  the  majority  of  the  legal  voters  voting 
upon  that  ([uestion  at  any  regular  annual  meeting,  or  at  any 
special  meeting  legally  called  for  that  purpose,  should  determine 
so  to  do.  Towns  were  permitted  to  unite  in  the  formation  of 
.joint  free  high  schools,  and  in  case  any  town  failed  to  avail  itself 
of  the  benefits  of  this  act,  any  school  district  or  a  union  of  two 
or  more  districts  might  establish  such  a  school,  provided  that  not 
more  than  two  free  high  schools  should  be  established  in  any 
one  town,  and  that  no  district  maintaining  a  free  high  school 
should  be  taxed  toward  the  maintenance  of  more  than  one  such 
school."  The  following  provision  was  made  for  the  granting  of 
a  state  subsidy  to  these  schools: 

When  any  free  high  school  shall  have  been  established  and  main- 
tained as  provided  by  this  act,  for  at  least  thirteen  weeks  in  any  one 
year,  such  high  school  district  on  complying  with  the  conditions 
herein  set  forth,  shall  be  entitled  to  receive  from  the  state  one-half 
the  amount  actually  expended  for  instruction  in  said  school,  not, 
however,  exceeding  five  hundred  dollars  in  any. one  year,  to  any  one 
school,  or  to  the  two  schools  of  one  town,  incorporated  village  or  city; 
provided,  however,  that  a  high  school  district  of  a  larger  population 
than  three  thousand,  shall  be  entitled  to  receive  at  the  rate  of  one 
hundred  dollars  additional  for  each  additional  three  thousand  of  such 
population;  (Did  provided  further,  that  no  high  school  district,  town, 
incorporated  village  or  city,  shall  be  entitled  to  such  aid  unless  the 
appropriation  and  expenditure  for  the  high  school  or  schools,  on  the 
part  of  such  district,  town,  village  or  city,  has  been  exclusive  of 
the  amounts  required  by  law  to  be  expended  for  common  school 
purposes.  Such  state  aid  shall  be  paid  from  the  state  treasury  on  and 
after  the  first  day  of  December  of  such  year. 

Any  town  may  from  year  to  year  authorize  its  high  school  board  to 
contract  with,  and  pay  the  trustees  of  any  academy  or  college  having 
a  preparatory  department,   in  said  town,   for  the  tuition  of  scholars 


1  Harvey,  in  BienninJ  report  of  the  state  .sttperiiitemleiil,  1002,  ]!.  (>9. 
-Laws  of  WiscoHnin,  187.5.  eh.  323. 


124  UnivPt'sifi/  of  C(difor)iiii   Pnldicalions.  [edi-cation 

within  such  town,  in  the  studies  eontemphited  in  this  act,  under  the 
standiud  of  scholarship  hereinbefore  jirovided  to  be  established:  and 
the  expenditure  of  any  town  for  tuition  in  such  academy  or  college, 
shall  be  subject  to  the  same  conditions,  and  shall  entitle  said  town  to 
the  same  aid  from  the  state  as  if  said  town  had  made  such  expenditure 
for  a  free  high  school."' 

A  sum  surticicnt  to  inct-t  tlic  oxpeiulitiii-c  autliorizcd  l>y  tliis 
act  was  apjji'opriatcd  out  of  the  i)iil)li('  ti-easiirv,  provided 
that  not  more  tlian  $2."), ()()()  slioukl  Ix*  drawn  from  the  state 
treasury  for  this  jiurposc  in  an\  one  year. 

In  the  same  year,  1875,  three  courses  of  study  for  free  high 
schools  were  jjrejjared  l)y  State  »Sui)erintendent  Edward  Seerino;, 
two  of  uiiich  were  adapted  to  the  four-year  high  schools  of  the 
larger  cities,  and  the  other,  a  three-year  coui-se,  was  designed  to 
cover  the  needs  of  smaller  i)laces.  During  the  year,  eighteen 
new  high  schools  Avere  estahlished  and  in  all  twenty  schools  shared 
in  the  lii-st  Mppoi-tionmcnt  (»f  the  special  aid  to  the  high 
schools.  Of  these,  thirteen  were  newl\  -formed  high  schools  that 
had  been  created  after  the  i)assage  of  the  measure  providing  for 
state  aid.  As  no  school  was  ])ermitted  to  receive  more  than  one- 
half  the  sum  aetuall.N'  expended  for  insfruetioii  nor  moi'e  than 
$.")()()  in  any  <»ne  yeai-,  less  than  one-third  of  the  api)i-oi)riation 
was  ai)i)ortioned  at  the  close  of  the  first  year;  the  total  cost  of 
insti-uetioii  in  the  high  si-liools  i-eeei\ing  state  aid  was  less  than 
$1S, ()()()  during  that  year.  I^ut  during  the  following  year,  1S77, 
thirty-two  new  high  schools  were  added,  and  by  the  clo.se  of  tlu' 
scho(»l  ><'ar  of  bS7!)-S(),  ninety-one  free  higli  schools  were  entitled 
to  receive  aid  fi-om  the  state,  and  the  total  api»i'opriat  ion  of 
ii^'J .").()()()  was  api)orlioned  to  the  high  schools.  As  might  nat- 
ui'ally  be  exjtected.  this  aid  went  to  the  schools  of  the  cities  and 
lai'ger  \illages.  and  together  with  the  tuition  fees  received  from 
non-resident  students,  was  of  considerable  assistance  in  the 
maintenance  of  these  sclnxtls. 

To  encourage  the  establishment  of  high  schools  in  cduimu- 
nitii's  not  supiMH-ting  a  graded  system  of  schonls.  the  legislature 
of  ISS,")  appi'o|triale(l  an  additional  sum  of  .^'J.'j.OOO  expressly  for 
fi'ce  high  schools  in  towns  having  no  graded  schools,  "^riie  i)lan 
seems  to  ha\i'  aimed  to  encourage  the  eslablishnient  of  t(twn>liip 

■^  Id.,  sees.  11.  IJ. 


Vol.  3.]  Jonis. — t>i(ttc    Aid    to    S(c<nHh(rif    SrJiools.  125 

or  union  lii^'li  schools,  but  o\vin<i'  to  llic  independent  district 
system,  the  fornnition  of  sncli  schools  in  any  lar^'c  nnmbei's  was 
l)i-evented.  As  a  tnrthei-  indnccnient  to  oi-o-anize  township 
hig'h  schools,  the  next  lej4ishitui-e  provided  that  such  hij^-h 
schools  should  receive  as  state  aid  one-half  the  actual  amount 
expended  by  them  for  instruction,  and  that  tlie  remainder 
of  the  fund  ai)proi)riated  for  this  piirpose  should  l)e  mert>'ed 
with  the  other  high  school  fund/  The  ])rovisions  of  this 
act  are  in  force  at  the  ])i'esent  time,  1903.  The  oi-dinary 
three-year  aud  four-year  high  schools^  share  ])ro  rata,  and 
none  may  receive  more  than  $500  per  anuum,  while  the 
township  high  scihools  receive  one-half  the  amount  actually 
expended  for  instruction.  Yet  after  fifteen  years  of  such  induce- 
ment, but  nine  townshi])  high  schools  have  been  organized. 
Under  the  provisions  of  this  act,  six  schools  received  at  the  last 
distribution  of  revenues,  November,  1902,  amounts  ranging  from 
$562.50  to  $1,085  each,  while  the  other  high  schools  not  affected 
by  this  provision  received  $458.05  each.  The  attempt  to  organize 
rural  high  schools  has  been  repeatedly  pronounced  a  failure,  so 
far  as  the  experience  of  Wisconsin  in  this  matter  goes. 

The  total  annual  appropriation  for  high  schools  was  increased 
to  $100,000  in  1901.  The  provisions  of  the  law  apply  to  the 
three-year  schools  in  the  same  manner  as  to  the  four-year 
schools.  Forty- six  three-year  schools  and  176  four-year  schools 
shared  in  this  distribution  in  1902.  Of  the  four-year  schools,  170 
received  $1:58.05,  and  six  received  amounts  somewhat  less.  Of 
the  forty-six  three-year  high  schools,  four  received  the  maximum 
amount  of  $158.05.  Some  received  as  low  as  $247.32,  which 
represents  one-half  the  actual  amount  expended  for  instruction 
in  these  schools  during  the  year  or  part  of  the  year.*" 

To  be  eligible  to  share  in  the  l)enefits  of  this  distril)ution,  a 
high  school  must  comply  with  the  following  requirements: 


*  Id.,  1885,  eh.  .352. 

■''Thirteen  high  schools  in  nine  of  the  cities  of  "Wisconsin  are  classed  as  "Inde- 
pendent High  Schools,"  and  are  not  subject  to  the  conditions  imposed  upon  the 
"township"  high  schools  and  the  "free"  high  schools.  Thej^  do  not  share  in  any  of 
the  special  su1)sidies  from  the  state  treasury.  This  list  includes  the  high  schools 
of  Kilbourn,  LaCrosse,  Madison,  Manitowoc,  Menomonie,  Milwaukee,  Oshkosh, 
Kacine,  and  West  Superior. 

'■Haryev,  Report,  op.  cif.     Also  letters  from  the  state  department. 


126  UnircrsHtj  of  Cdlifornid   PuJdirttfiotm.         [education' 

1.  The  (lualitications  <»f  all  teachers  eraploj-ed  in  the  school 
must  l)e  approved  by  the  state  suix'i-iiiteiulent  of  schools. 

2.  The  coui'se  of  study  offered  by  the  seliool  must  have  the 
apj)roval  of  the  state  superintendent  of  schools;  as  must  also  the 
number  of  teachers  needed  to  carry  on  the  work  as  outlined  in 
the  courst'  of  study. 

'6.  Each  state-aided  school  must  submit  to  inspection  hy  the 
state  sui)crintendcnt,  or  V)y  an  insjjcctor  api)ointcd  by  him. 

4.  The  school  is  obliged  to  make  such  rei)orts  to  the  othce 
of  the  state  superintendent  of  schools  as  may  be  rccpiircd  by 
that  office. 

The  standard  set  for  admission  to  the  \\\\x\\  school  teachinir 
force  of  the  state  requires  that  all  candidates  ])ass  an  e.xamination 
o'iven  hy  the  state  board  of  examinei-s,  or  hold  a  countei-si<,nied 
dii)loma  from  an  api)roved  university.  colley:e,  or  normal  school. 
l)iploiiias  issued  by  state  noi-mal  schools,  and  1)\'  the  state 
university  to  {graduates  having  com]ilet<'d  the  jn-escribed  amount 
of  work  in  pedagogy,  are  accepted  as  high  school  credentials  for 
a  period  of  one  year,  upon  the  approval  of  the  state  superin- 
tendent of  schools.  Upon  certified  testimony  of  good  nioi-al 
character  ami  of  successful  teaching  for  a  period  of  eight 
months,  the  dii)loma  may  be  countei-signcd  by  the  supei-intendcnt 
of  public  instruction,  and  thus  it  Ix'conu's  a  jx-i'iiianeiit  state 
certificate.  In  accordance  with  legal  requirements,  the  state 
su])erintendciit  of  schools  ju-ej^ares  "a  course  or  courses  of  study 
suital)le  to  be  piir.-iied  in  fr(M'  high  schools,"  and  these  are  made 
the  courses  of  all  siieji  schools.  These  courses  are  iirejiared  with 
much  cai'c.  and  it  is  seldom  that  a  school  is  permitted  to  deviate 
fai-  from  the  woi-k  as  outlined  in  them.  In  this  way  uniformity 
of  work  is  maintained  throughout  the  state.  The  state  inspcctoi- 
of  high  schools  aims  to  visit  every  school  once  in  each  year. 
])ui-ing  these  visits  he  jdans  to  inspect  not  oid.\  the  charactei- 
and  (pudity  of  the  actual  work  of  both  tcachei-  and  pui)il,  but 
also  the  general  condition  of  all  school  i)i'oi)ert\  ;  the  woi'k  of  the 
grammai- grades;  the  standards  si't  for  admission  into  the  high 
school;  the  general  e((nipment  of  the  scliool,  im-lnding  reading 
libraries,  i-efereiice  lil)raries,  ajiparalns  foi-  t  he  scient  ilic  labora- 
tories, etc.      lie  aims   to   meet    and  <'onfei'  with   members  of   the 


Vol.  3.]  Jojifs. — iSf<(fc  Aid  1o  Sicovdari/  Schools.  127 

school  board,  and  feels  pert'eetly  free  in  calliiio'  tiieii-  attcntioii  to 
needed  improvements,  as  well  as  in  eonnncndin";'  tlieni  for 
improvements  made.  During  intermission  or  after  the  close  of 
school,  he  meets  with  the  teachers  and  is  ready  to  offer  suggestions 
or  be  of  assistance  to  them  in  their  work.  His  visit  is  usually  of 
inncli  ix'iielit  to  the  school;  but  in  this  particular  much  depends 
u])on  the  person  selected  for  this  imi)ortant  office.  The  ajipropria- 
tions  are  made  in  accordance  with  his  report  of  the  result  of  this 
inspection. 

The  university  acicrediting  system  is  entirely  independent  of 
the  system  of  state  inspection.  Any  high  school  wishing  to  be 
])laced  upon  the  "accredited  list"  of  the  university  is  reciuired  to 
make  a])plicatiou  to  a  university  connnittee  on  accredited  schools, 
in  order  that  its  work  may  be  inspected  with  such  ends  in  view. 
The  university  inspector  visits  the  school,  which  is  accredited  or 
rejected  upon  his  report  of  its  work  and  general  equipment. 
This  report  in  no  way  affects  the  apportionment  of  the  annual 
appropriation  for  high  schools.'  The  university  emi)loys  as  high 
school  insi)ector  an  experienced  high  school  principal  who  is  a 
member  of  the  university  faculty  and  bears  the  title  Assisfoiif 
Professor  of  Pedagogij  and  Inspector  of  High  Schools.  Under 
this  title  he  offers  two  courses  of  two  hours  each  in  pedagogy  in 
the  last  semester  of  the  year;  the  remainder  of  his  time  is 
devoted  to  the  inspection  of  high  schools  and  to  the  duties  of 
secretary  of  the  committee  on  accredited  schools,  which  has  in 
charge  the  recommendation  of  university  graduates  for  positions 
in  the  high  schools  of  the  state.  In  the  work  of  inspection  he  is 
assisted  by  professors  in  all  departments  of  the  university.  A 
large  part  of  the  inspection  is  done  in  this  way,  both  on  account 
of  the  time  which  it  requires  and  because  of  the  special 
preparation  necessary  for  this  important  work.**  Experience  has 
proved  that  the  two  systems  of  inspection  can  be  carried  on  in 
perfect  harmony,  and  with  benefit  to  the  schools. 

^  Of  forty  three-j'ear  high  schools  enumerated  in  the  bulletin  of  school  officers 
issued  in  October,  1902,  thirty-one  were  one-teacher  schools.  Before  a  graded  school 
can  be  organized  into  a  high  school,  twentj'-five  resident  pupils  of  school  age  nnist 
pass  an  examination  given  by  the  state  superintendent,  "in  the  branches  required 
to  be  taught  in  the  common  schools,"  as  evidence  that  they  "are  prepared  to  begin  a 
high  school  course."     [Laws,  sec.  490.) 

^Letter  from  M.  V.  O'Shea,  School  of  Education,  University  of  Wisconsin. 


128  [fniversifj/  of  CtiVifornid   Pidiliiafioiis.  [edicatios 

The  h^<2:is];itiir<'  of  l!)Ol  ])i'()vi(lt'(l  tor  tlu'  atlinissioii  of  all 
(jualified  i)iiitils  into  aii\  of  the  lii<;:li  schools  of  the  state  whose 
ueeoniiModations  are  such  as  will  permit  of  increased  attendance, 
and  reqnired  the  town  oi-  city  of  which  the  i)ui)il  is  a  resident,  aud 
which  is  not  included  w  ithin  a  lii-^h  sclutol  district,  to  pay  the  cost 
of  instruction  of  theii-  residents  attendinjj;  hi^h  school  clscwlicre. 
The  maximum  amount  that  any  school  may  charge  foi-  such 
instruction  is  jjhu'cd  at  two  dollars  a  month  jx-r  pupil.  A  notice- 
able increase  in  f  he  innnlie?' of  non-resident  pupils  •■nrolli-d  in  the 
l)ul)lic  hij^h  schools  has  followed  the  passa«:e  of  this  act.  The 
clei'k  of  the  town  or  city  in  which  the  i)upil  resides  receives 
from  the  secretary  of  the  higli  school  a  certified  statement  of  the 
amount  duefoi-  the  instruetion  of  the  pui)ils  residing  in  such  town 
or  city;  if  no  i)art  of  the  town  or  city  is  included  within  a  hi<:h 
school  disti-ict,  the  amount  is  added  to  the  <i-eneral  tax  of  tlii'  town, 
liut  if  an\  pai't  of  the  town  or  city  is  included  within  a  hi^li  si-hool 
disti'ict,  the  amount  due  for  instruction  of  hi<;h  school  i)ui)ils 
residiujj-  outside  of  such  disti-ict  is  added  to  the  tax  levied  upon 
that  i)ortion  of  the  town  or  cit.\  not  included  within  such  district." 

The  same  Ic-i'islatui-c.  that  of  1!)()I,  appropriated  .^(iO.dOO  foi- 
the  sui>port  of  j^-raded  schools  in  villa^vs  not  maintaining:  a  hiyh 
school.  These  schools  are  desi<;nated  as  schools  of  the  "first 
class"  and  schools  of  the  "second  class."  The  foi-mei-  arc  schools 
of  thi-ce  or  more  teachers  and  the  latter  are  two-teacher  schools.'" 
In  1!)()2,  at  the  first  distribution  of  this  fund,  118  schools  of  the 
first  elass  received  .t-5()()  each,  Avhile  l.')4  schools  of  the  second  class 
were  <»:ranted  ^100  each."     These  schools  coi-rcspond  (piite  closel\ 

■'  Linrx,  \W)\.  eh.  1H8.  Since  l!S77  tlic  lii^'h  scliiiols  liave  lifcii  oJilitred  to  fiirnisli 
to  tlic  .stiitc  sxiiicriiiteiulent  .sucli  reports  as  may  he  reciuired  by  that  otlieer  uiuier 
IMiialty  of  fortVitiiifr  the  sjiecial  aid  from  the  state.  Siiiee  1K!I7,  u  district  is  reciuired 
to  liave  twenty-live  (lualitied  impils  l)efon'  a  liigh  school  can  he  estahlislied  in  that 
district.  Tlie  test  of  (jualitication  consists  of  an  examination  driven  hy  ttie  state 
department.  The  current  state  fund  for  schools  is  distrih\ited  to  tlu-  several  districts 
on  the  basis  of  tlu-  number  of  resident  children  ]»et\veen  the  af^es  of  fnuriiiid  twenty 
years.     [Linr.s,  1H77,  ch.  LU'.t.     /»/.,  1WI7.  ch.  :!r)4.) 

'"/</.,  I'.KU.  ch.  l.ilt. 

"  Hauvev,  'V'.  ''V.  In  October.  I!t0:{.  this  apimppriatioTi  was  aiii»>rlioned  as 
follows:  i:{0  scho(ds  of  the  tirst  class  received  !i!2'.»4.42  each,  makini;  a  total  of 
$."tH,'274.<iO;  second  class  schools  to  the  number  of  \Ki  received  .t'.lS.l.")  each,  or  a  total 
of  !?l7,!t(;i.4.">,  makiiifr  a  total  of  $.">(!.•_'.•((;.().">  for  both  classes  of  schools.  The  re- 
mainder of  the  annual  up]>ropriation  of  .>{;(il),()0(l  was  exjtended  for  the  salaries  and 
travelinj;  e.\|ienses  of  two  iuspi'ctors,  who  receive  an  annual  salary  of  .*l,(i(M)  ea<'h. 
(.Milwaukee  /■'»•..■  Pnxs,  (October  (!,  I'JICI. ) 


Vol.  ;i.]  Jones. — St((fe  Aid  to  SrcotKho-y  Schools.  Vl\) 

to  the  state  j^radod  .schools  ami  the  state  seiiii-f^Taded  schools  of 
^Mnmesota,  which  are  mentioned  uiidei-  the  discussion  of  the  liigh 
school  system  of  that  state."' 

To  euconrage  the  establishment  of  manual  training  depart- 
ments in  connection  with  the  high  schools  of  the  state,  the  legis- 
lature iu  189.")  made  a  special  appropriatioPi  of  $2,.')()0  for  this 
purpose.  Not  more  than  ten  schools  were  to  be  aided  out  of  this 
fund  in  any  one  year,  and  the  annual  amount  each  school  was 
entitled  to  receive  was  placed  at  $250.  Every  school  establishing 
and  maintaining  a  department  of  manual  training  and  receiving 
this  annual  subsidy  from  the  state  w^as  to  continue  upon  the 
list  of  schools  aided  from  this  special  fund  "so  long  as  the  scoi)e 
of  the  work  and  its  character  is  maintained  from  year  to  year  in 
such  a  manner  as  to  meet  the  a])proval  of  the  state  superinten- 
dent,"'"' The  annual  appropriation  for  this  purpose  w^as  increased 
to  $5,000  iu  1901,  and  the  number  of  schools  permitted  to  sliai-e 
in  the  benefits  of  this  distribution  was  increased  to  twenty.'^  But 
owing  to  the  difficulty  of  securing  w^ell-trained  teachers  for  these 
departments,  not  more  than  ten  schools  have  received  aid  under 
the  provisions  of  this  act  in  any  one  year,  and  but  seven  schools 
were  aided  in  1902.  The  same  legislature,  that  of  1901,  made 
provision  for  the  establishment  of  county  schools  of  agriculture 
and  domestic  economy  and  ai)propriated  the  sum  of  $5,000  to  be 
distributed  equally  to  two  such  schools.''  These  schools  are  tw'o- 
year  schools  of  secondary  grade  in  which  special  prominence  is 
given  to  studies  in  agi-iculture  and  domestic  economy.  It  also 
made  provision  for  the  payment  by  the  state  of  one-half  the  cost  of 
maintaining  six  countv  training  schools  for  teachers."'     Six  such 


12  See  pp.  184,  1.3.5. 

^■^  Laics,  1895,  ch.  3.58. 

i-«/(7.,  1901,  ch.  273. 

^^  Id.,  1901,  ch.  288.  This  number  was  increased  to  four  schools  in  1903,  and 
each  school  was  gi-anted  a  special  subsidy  from  the  state  treasury  amounting  to 
"two-thirds  the  amount  actually  expended  for  maintaining  such  schools  during  the 
year;  provided,  that  the  total  amount  so  apportioned  shall  not  exceed  four  tliousand 
dollars  to  any  one  school  any  one  year."     {Id.,  1903,  ch.  143). 

In  1901,  State  Superintendent  L.  D.  Harvey  was  appointed  commissioner  by  the 
legislature  to  prepare  eoiirses  of  study  suitable  for  these  schools.  A  Report 
embodying  such  courses  was  issued  in  1902. 

^^  Id.,  ch.  373. 


IW  Unil'Prsify    of   Cdlifoniia    Pllhliciliions.  [Education- 

scliools  wtTO  or<»;ani/A'(l  within  a  year  and  a  half  of  the  i)assa^t*  of 
the  act,''  and  tlie  nuinhor  of  scliools  of  this  kind  sct'iiis  likely  to 
increase  very  rapidly.'' 

MINNESOTA 

To  Minnesota  belongs  the  distinction  of  being  the  first  state 
in  the  union  to  provide  free  secondary  instruction  in  pitblic  high 
schools  for  all  qualified  ])ui)ils  of  the  state.  The  early  secondary 
schools  of  Minnesota  were  little  more  than  advanced  elementary 
schools,  and  the  few  students  coni])leting  the  work  ottered  by  them 
found  theii-  i)reparation  so  deficient  that  they  could  not  be  admitted 
to  the  state  university.  The  instruction  olfered  in  the  academies 
was  so  much  superior  to  that  of  the  public  high  schools  that 
nearly  all  students  desiring  to  continue  their  studies  beyond  the 
secondary  schools  were  obliged  to  attend  these  i)rivate  institutions. 
In  18G9  William  \V.  Folwell  was  appointed  ])resideiit  of  the  Uni- 
versity of  Minnesota,  and  in  his  first  rejjort  he  urged  the  necessity 
of  a  better  organization  of  the  public  school  system  of  the  state. 
Referring  to  the  secondary  schools,  he  said:  "Our  system  of 
l>u])lic  instruction  will  not  be  an  organized  whole  until  the  'sec- 
ondary' schools  arc  graded  not  merely  with  reference  to  the 
l)rimary  schools  below  l)ut  to  the  university  al)ove.  This  can  lie 
done  not  onl\  without  deti-inieut ,  but  with  advantage  to  that  gi-eat 
class  of  students  who  will  choose  to  content  themselves  with 
academic  education  only."  This  was  the  l)eginningof  the  move- 
ment that  has  finally  resulted  in  the  establishment  of  "a  comjilete, 
continuous,  and  eflicifnt  system  of  schools  which  should  offer 
every  child  in  Minnesota  a  lil)eral  education." 

This  suggestion,  h<twevcr,  was  not  acted  upon  immediatelx  . 
Tlie  need  was  felt,  liut  the  plan  to  lie  followed  was  not  altogether 


'"  I1ak\ky.  "/'.  ril .,  7S. 

"*  Tlic  mitnlicr  of  sucli  scliools  t'lititlfil  to  stati-  aid  was  iiicrcascd  to  citrlit  liy 
li'Kif*liitiv('  action  in  l!l(i:t,  ami  eacli  scliool  is  i-ntitied  to  rcci-ivc  from  tlif  stati- 
troHsury  "a  sum  (M(iial  to  onc-liaif  tin-  nmoinit  actually  fxi>cn(k'il  for  maintaining 
such  school  (luring  the  year,  provided  that  the  total  amount  so  ai)i)ortion('<l  shall 
not  cxciM'd  twcnty-lh  ('  liundrt'd  dollars  in  any  one  school  year."  The  courses  of 
study  for  these  schools  are  subject  to  the  approval  of  the  state  supt-rintendent ;  and 
all  standiiijjs  obtained  l>y  pupils  while  in  attendance  may  he  accejtted  l)y  county 
superintentlents  in  lieu  of  examinations  in  such  branches,  while  a  certiHcate  of 
graduation  is  m.-ide  to  have  the  force  of  a  teachers'  tliird-jrrade  ceriiHejile  in  county 
issued,  for  a  period  of  three  years  after  date  of  irraduation.      (  Lnirx.  l".l(>:i,  ch.  XW.) 


Vol,.  3.]  Jones.  —  titdtc   Aid  to   Srcondari/   Schools.  131 

clear.  In  ISTl',  tlie  state  siii)ei'iiiteiulent  of  schools  ajjpointed  a 
coiumittce  consisting  of  the  city  sni)erintentlents  of  Winona, 
Minneai)olis,  and  Ked  Winj;-  to  sng'^vst  some  plan  for  seciirin<;'  a 
course  of  study  in  the  high  schools  that  would  be  preparatory  to 
the  state  university.  In  the  fall  of  the  same  year,  President 
Folwell  ap])eared  before  the  convention  of  city  and  connty  super- 
intendents and  invited  them  to  join  in  an  endeavor  "to  bring  about 
a  vital,  organic  connection  between  the  university  and  the  high 
schools."  At  that  time  no  state  had  organized  or  provided  for 
an  adequate  system  of  schools  between  the  elementary  schools 
and  the  state  university;  nor  was  there  at  that  time  any  well- 
detined  relation  between  the  then  existing  high  schools  and  the 
universities,  with  the  possible  exception  of  the  newl.v-established 
accrediting  system  of  Michigan.  President  Folwell  then  advo- 
cated the  organization  of  a  comprehensive  system  embracing  all 
grades,  in  which  the  state  university  "maj'  form  the  'roof  and 
crown'  of  a  noble  structure  of  high  schools  based  firmly  on  tlie 
broad  foundation  of  the  common  schools  of  the  State." 

Two  years  later,  1875,  State  Superintendent  Burt  referred  to 
the  conditions  that  then  existed  in  these  words: 

It  is  a  fact  that  the  best  material  for  colleges  and  universities  is 
scattered  through  the  agricultural  parts  of  our  State.  It  is  not  urban, 
but  rustic,  while  the  high  schools  are  not  in  the  country,  but  in  the 
city.  This  fact  suggests  the  strongest  form  in  which  the  question  of 
State  patronage  for  some  of  our  high  schools  can  be  put.  Should  not 
the  principal  school  of  a  county  be  open,  free  of  charge  for  tuition,  to 
the  aspiring  and  worthy  youth  in  the  rural  part  of  the  county?  Should 
not  such  persons,  partly  at  the  expense  of  the  State,  be  induced  to  enter 
upon  a  higher  course  of  learning?  Would  it  not  conduce  to  the  public 
welfare  for  the  State  to  say  to  boards  of  education  in  our  leading  high 
schools,  Open  your  doors  to  all  scholars  in  the  rural  districts  prepared 
to  enter  your  regular  classes  and  willing  to  graduate  and  pass  on  to 
the  courses  of  study  in  higher  institutions,  and  you  shall  be  compen- 
sated for  the  cost  of  furnishing  instruction?' 

In  August,  1877,  the  State  Teachers'  Association  recommended 
that  boards  of  education  in  the  cities  and  larger  villages  make  all 
possible  effort  to  provide  a  course  of  instructiou  that  would  pre- 
pare for  admission  to  the  university,  and  that  whenever  possible, 
thev  admit   outside  students  to  these  courses  on  liberal   terms. 


Rankin,  in  Greer's  Histori/  of  education  in  Minnesota.  ]!t()2. 


1.32  Univtvsifij  of  Cdliforin'tt  Pi(hIir<ifions.  IKiucation 

Their  iTsctlutioii  witli  rcfercnco  to  lt'i^islati(»ii  upon  this  jji-ovision 
is  wortliy  of  note.  It  is  the  keynote  to  the  puri)ose  that  is  fast 
Ix-inii'  i-calizetl  in  this  state: 

Resolved,  That  the  leg:islature  be  requested  to  make  suitable  appro- 
priation for  payine:  the  tuition  of  country  students  in  the  high  schools 
of  the  State,  so  that  a  free  education  from  ABC  to  the  master  of  arts 
may  be  the  ])irthrig:ht  of  every  child  in  the  State. - 

It  niijj;ht  also  Ite  noted  that  here  a<iain  the  service  of  tlie  al)le 
president  of  tlie  university  is  evident,  for  the  resolutions  \s-ere 
written  by  President  Folwell.  The  state  was  also  favored  in 
havinjj  about  this  time  such  men  as  Cushman  K.  Davis  and 
John  S.  Pillsbury  as  {governors.  l)oth  of  whom  had  in  their  annual 
messages  urged  such  action  \\\)<m  the  legislature. 

The  first  high  sehool  law  was  passed  in  187S  under  the  title  of 
"an  act  'for  the  enx"Oura(tEM?:nt  of  hkuiek  educatiox.'" 
Bytliis  aet,  the  state  su])erintendent  of  public  instruetion  and  the 
president  of  the  I'nivei-sity  of  Minnesota  ex  offirla.  and  one  other 
])erson  to  be  a]»pointe(l  ]»y  the  governor,  were  made  to  constitute 
a  high  sehool  l)oai-d,  with  powei-  to  make  such  rules  and  regula- 
tions i-elative  to  the  schools  as  they  might  deem  ner-essary.  The 
direction  which  much  of  the  later  legislation  relating  to  the  high 
seliools  was  to  take  is  indicated  in  this  law,  which  is  therefore 
worthy  of  attention  although  it  was  in  o])eration  but  one  year.' 
The  section  relating  to  the  free  instruction  of  iioii-i-esident  students 
is  as  follows: 

Any  public  graded  sehool  in  any  incorporated  village  or  in  aiiy 
townsliip  which  has  or  may  hereafter  adopt  the  township  system  of 
schools  giving  |>reparatory  instruction  according  to  the  terms  and  pro- 
visions of  this  act,  and  admitting  thereto  students  of  both  se.\es  from 
any  part  of  the  State,  without  charge  for  tuition  in  the  same,  shall  be 
entitled  to  receive  pecuniary  aid  as  hereinafter  specified,  rroridtd, 
however,  that  no  such  school  shall  be  required  to  admit  non-resident 
applicants  to  receive  the  said  preparatory  instruction  for  tuition,  unless 
the  said  applicant  shall  pass  a  good  e.xamination  in  all  the  branches  at 
the  date  of  this  act,  prescribed  by  law  as  requisite  to  receiving  a  first 
grade  certificate  except  algebra,  plane  geometry  and  the  theory  and 
practice  of  teaching.' 


•-■/J.,  |.|..  T.vyc. 

'  Lair.i  of  Miiint'.solii,  187X,  rli.  '.12. 

'  /</..  s.r.  •_'. 


voL.3.]  Jones. — )Sf<(f('  Aid  io  S('(0)uhinj  Schools.  MV.] 

The  liij^ii  school  board  was  authorized  to  re([uire  schools 
ai)pl\  iiiji-  for  such  peenuiary  aid  to  have  "regular  and  orderly 
courses  of  study,  embracin«;'  all  the  branches  prescribed,  as 
pre-requisitt^  for  admission  to  the  colleo-iate  department  of  the 
University  of  Minnesota,  not  lower  than  the  third  or  sul)-freshman 
class,"  and  to  ])ei*mit  at  all  times  the  board  to  visit  and  examine 
the  classes  pursuing  the  "preparatory  studies."  The  board  was 
required  to  cause  each  school  receiving  aid  under  this  act  to  be 
visited  at  least  once  in  each  school  year,  "by  a  committee  of  one 
or  more  members  who  shall  carefully  inspect  the  instruction  and 
dicipline  of  the  prei)aratory  classes,  and  make  a  written  report  on 
the  same  immediately."  To  do  this  work,  an  inspector  might  be 
appointed  at  a  salary  not  to  exceed  three  dollars  per  day.  Every 
school  approved  by  the  board  under  the  provisions  of  this  act 
was  granted  $400  annually  from  the  public  treasury.  To  meet 
this  expenditure,  the  legislature  appropriated  a  sum  not  to  exceed 
$9,000,  but  owing  to  the  omission  of  the  word  ''annually"  in  the 
clause  providing  for  the  approi)riation,  the  law  became  inopera- 
tive after  one  year.  While  this  law  was  in  operation,  some 
forty-two  schools  received  grants  of  public  funds,  and  a  beginning 
was  made  in  the  matter  of  inspection."  Although  the  law  was 
satisfactory  in  its  general  form,  it  was  far  from  being  so  in  its 
details. 

A  second  high  school  law  was  enacted  in  1881,  in  which  the 
governor,  the  state  superintendent  of  public  instruction,  and  the 
president  of  the  University  of  Minnesota  were  made  to  constitute 
the  state  high  school  board,  with  power  to  establish  any  suitable 
rules  and  regulations  relating  to  examinations,  reports,  acceptance 
of  schools,  courses  of  study,  and  other  proceedings  "under  this 
act."  Although  this  second  law  followed  in  the  main  the  general 
provisions  of  the  law  of  1878,  it  nevertheless  differed  essentially 
from  that  act.  The  section  specifying  the  schools  entitled  to 
state  aid  was  changed  to  read  as  follows: 

Any  public  graded  school  in  any  city  or  incorporated  village  or 
township  organized  into  a  district,  under  the  so-called  township 
system,  which  school  shall  give  preparatory  instruction  according  to 
the  terms  and  provisions  of  this  act,  and  shall  admit  students  of  either 

''Rankin,  op.  <-U.,  p.  77. 


134  Vniversify  of  Culifornid   VnhUcni'tons.  LEr.tcATiox 

sex  from  any  part  of  the  State  without  charge  for  tuition,  sliall  be 
entitled  to  receive  pecuniary  aid  as  hereinafter  specified.  ProruUd. 
Iioircrer,  that  no  school  shall  be  required  to  admit  non-resident  pupils 
unless  they  shall  pass  an  examination  in  all  the  branches  prescribed 
by  law  as  requisite  to  a  third  grade  county  certificate/" 

Every  soliool  receiving  aid  under  tlie  provisions  of  this  act 
was  rc(|uii'c(l  to  have  "regular  ami  oidcrlx  (MHirsfs  <»f  study, 
enihracing  all  the  brandies  i)rescril)ed  as  j)re-re(iuisite  for  admis- 
sion to  the  colN^giate  department  of  the  University  of  Minnesota." 
and  to  permit  the  ])oard  of  coniniissionei-s,  or  any  of  tliem  at  all 
times  to  visit  and  cxMiniiif  the  classes  pursuing  such  ])rei»aratoi-y 
studies.  Annual  insjieetion  liy  the  commissioners  or  persons 
appointed  l)y  them  foi-  tliat  i)urpose.  and  oflicial  i-eports  wei-e 
i-ecpiired  of  eaeli  school.  Each  school  approved  liy  the  hoai'd 
was  allowed  $400  annually,  and  an  approju-iation  of  $20, 000  was 
made  to  cover  the  api)ortionment  and  the  expenses  connected 
with  the  inspection  of  the  schools.  The  i)owerof  the  liigh  school 
board  was  further  di-ftned  by  an  act  approved  November  18, 
1881;  and  an  ins])ector  of  high  schools  was  provided  in  1S})3. 
An  annual  sum  of  $7,000  in  addition  to  the  amount  already 
a|)proi)riated  for  high  schools  was  ai)i»ropi'iated  for  the  expense 
of  this  inspection.'  The  anniml  ai>i)ropriation  for  state  high 
.schools  in  ^linnesota  was  increased  from  $9,000  in  1878  to  $20,000 
in  1881,  and  this  sum  was  raised  to  $8.'), 000  in  1899,  and  to 
$11.'). 000  in  1901. 

A  uu)re  extended  iK)licy  of  state  aid  was  inaugurated  in  1899 
by  including  all  classes  of  imblie  schools  in  the  annual  distribu- 
tion of  special  api)ropriations.  as  follows:  1.  Stale  high  schools 
wci-e  gianted  $800  ea<-li.  The  scliools  of  this  class  are  all  four- 
year  high  schools  with  courses  of  study  such  as  to  prepare  students 
for  admission  to  the  collegiate  (lei)artment  of  the  University  of 
Minnesota.  2.  Slate  gl-aded  schools  wel-e  entitled  to  recei\c  $200 
each.  These  schools  have  at  least  foui" depart ments  in  charge  of 
a  princijial  and  tea<'hers  having  such  (pialifications  as  may  be 
i-e<|niri'd  undci'  the  i-ules  of  the  state  high  school  board.  Schools 
of  this  class  .-ire  I'dpiired  to  lia\'e  snitalile  buildings,  a  substantial 
lihi'ary,  and  such  ot  her  ;ipi)aratus  as  is  nccessai'\'  for  doing  erticient 

"  A(Mc.s  i,f  .Uimiisnlii.  l,sM,  ell.   111. 
■  hi..   Ih'.t.!.  ell.   nil. 


Vol. 3.]  Jones. — staff  Aid  to  ScroinJari/  Schools.  1.'}.") 

work.  .').  State  sciui-^Tadcd  schools,  or  scliool.s  of  two  or  three 
departments,  were  entitled  to  receive  $100  each.  4.  State  rural 
sehoois  of  a  sing-le  teacher  wei-e  •••ranted  $7.")  eacli.  To  i)rovide 
these  sums,  an  appropriation  of  $sr),00()  was  made  for  high  schools, 
$26,000  for  graded  schools,  $11,000  for  semi-graded  schools,  and 
$40,000  for  rural  schools.'^  These  appropriations  were  found  to 
be  insufficient  to  meet  the  demands,  and  a  si)ecial  act  was  passed 
adding  $11,500  to  the  high  school  fund,  $15,200  to  the  fund  for 
graded  schools,  $8,100  for  semi-graded  schools,  and  $9,500  for 
rural  schools.'  In  1901,  the  annual  appr()i)riation  for  state  high 
schools  was  increased  to  $115,000,  and  the  amount  granted  to 
each  school  was  raised  to  $1,000;  the  appropiation  for  state  graded 
schools  was  increased  to  $52,000,  and  the  amount  granted  to  each 
school  was  raised  to  $400;  the  appropriation  for  state  semi-graded 
schools  was  increased  to  $25,000,  and  each  school  received  $200: 
while  the  appropriation  for  state  rural  schools  was  raised  to 
$60,000,  and  the  amount  each  school  was  granted  to  $100.'"  The 
current  school  funds  of  the  state  are  distributed  to  the  districts 
upon  the  basis  of  the  number  of  ])upils  between  the  ages  of  five 
and  twenty-one  years  who  have  l>een  enrolled  in  the  public  schools 
and  hiwe  been  in  attendance  forty  days  in  the  school  year.  In 
1902,  one  hundred  and  twenty  graded  schools  and  one  hundred 
and  forty-one  state  high  schools  were  entitled  to  share  in  this 
subsidy." 

The  annual  appropriation  for  state  high  schools  was  increased 
to  $217,000  in  1903,  and  the  amount  each  school  was  entitled  to 
receive  was  raised  to  $1,500,  ^^ prodded,  that  the  amount  of  state 
aid  granted  under  the  provisions  of  this  act  shall  in  no  case 
exceed  the  amount  expended  for  the  maintenance  of  high  school 
work,  exclusive  of  the  cost  of  buildings  and  repairs  thereon:" 
and  i)rovided  that  the  schools  should  receive  a  pro  rata  appor- 
tionment should  the  annual  appropriation  amount  to  less  than 
fifteen  hundred  dollars  for  each  school.  This  same  legislature, 
IDO.'J.  increased  the  annual  appi-opriation  for  state  graded  schools 


■"  I<l..  ll^iMt.  oh.  :i.52.  arts.  1-."). 
•■>Id.,  1901,  ch.  111. 
i'>/(Z.,  ch.  189. 

^^Aumtal  reports  of  the  inspectors  of  graded  schools  and  high  schools,  1902. 
Edx'C'n.-IO 


136  I^nivPt'sify   of  Ctilifoniin    I'lihlicafifnis.  [Education 

to  .t!7n.(K)(),  tluit  for  state  semi-tiTadcd  scliools  to  -tfiT.OOd.  and  tliat 
foi-  state  nii-al  s.-liools  to  $100,()()(».''  Tlie  suiii  of  ^\).r>{H)  is  drawn 
fi-oni  tlie  annnal  ai»])ro])riations  made  for  hiy:h  and  <i"raded 
seliools.  "in  ])i-oi)ortion  to  the  respective  amounts  ai>i)roi)riated 
to  each."  foi-  the  necessary  ex])enses  of  the  state  hij^h  school 
board  and  the  saUiries  and  traveling  expenses  of  the  higli  school 
and  j^raded  school  inspectors.  Under  the  provisions  of  this  act, 
at  the  ai)i)ortionment  of  the  state  subsidy  in  in().'3,  the  state  hiyfh 
scliools  received  ^1,.'5S()  eadi.  the  state  graded  schools  $."),")() 
each,  the  state  semi-graded  schools  .^240  each,  and  the  state  rui-al 
schools  $1(J8  each."'  An  additional  sum  of  seven  hundred  and 
fifty  dollars  is  given  to  each  state  high  school  giving  instruction 
in  the  common  scliool  bi-anchcs.  "in  a  niannci'  wliii'h  shall  be 
most  helpful  to  i)ersons  intending  to  teach  said  branches."" 

Tntler  the  i)rovisions  of  an  act  of  1901,  the  state  supei-in- 
tendent  of  i)nblic  insti'uction.  the  pi'csident  of  the  University  of 
Minnesota,  and  a  superintendent  or  i)rincii)al  of  any  high  school 
in  the  state  of  ^linnesota,  to  be  ai)pointed  by  the  governor,  subject 
to  ct)nfirmation  l»y  the  Senate,  constitute  a  "state  high  school 
l)oard."  The  niemln'i's  of  this  lioard  sci've  without  conipcnsa- 
tiou,  but  are  entitled  to  their  actual  and  necessary  expenses.  They 
apjtoint  a  high  school  ins])ectoi'  and  a  graded  school  ius])ector. 
and  mak<'  all  rules  and  regulations  i-elating  to  examinations, 
reports,  aceeiitances  of  schools,  courses  of  study,  and  other  i)ro- 
ceediiigs  in  coiinectiou  with  high  and  graded  schools  claiming 
state  aid.  i!iit  an  optional  Hnglish  or  business  course  of  study 
must  be  ottered  and  inaintaiuecj  in  the  high  schools,  in  addition 
to  the  course  or  eonrses  of  study  piepai'ing  for  admission  to  the 
state  university. 

Since  iSS.'i  ;i  system  of  state  examinations  lias  lieen  in  opera- 
tion. While  the  taking  of  this  examination  is  ordinarily  optional 
witii  the  school,  the  state  l)oard  may  reipiire  a  school  to  take  the 
examination  as  a  part  of  the  annual  inspection.  Xo  grants  of 
money  are  based  on  result  of  such  examinations.  Their  main 
purjjose  "is  not   to  test    the  students,  but    to  jironiote  the  general 


^-  LtiWH  oj  Mititusotii,  l<.l(i:t,  ell.   IM. 

^^Ijittfr,  from  J.  \V.  Oi.skn,  Sfati'  SiiiM-riiiiciKlciit  «>f  I'liMic  Instruction. 

"  Liiir.i  iilMiiini'sotii.   l;Mi:f.  rli.  .f.Vl:    /./..   l.S'.l.").  clis.   1«2.    ISli:   18!»7,  cli.   l!f_'. 


Vol.  :i.]  Jotivs.  —  Sidfc    Aid   In    S(cini(l(i  ri/    Sdiools.  MM 

efficiency  of  the  schools."  W\  st;itc  lii^'h  schools  are  "acci-edited" 
t,)  the  uiiiversit.N'  on  becoming'  cstaltlished  as  ai)i)i'ove(l  schools. 
The  follo\vin<i'  hiws  relatin*^'  to  state  hij^h  schools,  and  the 
aeconipanyins"  rnh's  and  regulations  of  tlie  hiy-h  school  l)oard,  will 
aid  in  determining-  the  standard  set  for  approval  of  state  high 
schools : 

REQUisrrF.s.— In  order  to  be  entitled  to  state  aid  as  a  state  hififh 
school,  such  school  shall  have  first  fully  complied  with  the  following 
conditions,  viz. : 

First— It  shall  have  maintained  for  the  school  year  next  preceding 
that  for  which  aid  is  granted  at  least  nine  (9)  months  school. 

Second  —It  shall  admit  students  of  either  sex  from  any  part  of  the 
state  without  charge  for  tuition,  but  no  such  school  shall  be  required 
to  admit  non-residents  unless  they  shall  pass  an  examination  in  all 
the  common  school  branches  pursued  and  eompletfd  in  the  eighth  (Sth) 
grade  of  the  graded  schools  of  this  state,  viz.:  Arithmetic,  English 
grammar,  geography  and  United  States  history. 

Third— It  shall  have  regular  and  orderly  courses  of  study,  embracing 
all  the  branches  prescribed  by  the  state  high  school  board,  as  pre- 
requisite for  admission  to  the  collegiate  department  of  the  University 
of  Minnesota. 

Fourth— It  shall  be  subject  to  such  rules  and  regulations,  not 
inconsistent  with  this  act,  as  may  be  prescribed  by  the  state  high 
school  board,  and  such  school  shall  be  open  to  visitation  by  any  mem- 
ber of  said  board  or  the  high  school  inspector  at  all  times. 

Inspections  and  Reports.— The  state  high  school  board  shall 
cause  each  high  school  receiving  aid  under  this  act  to  be  visited  at 
least  once  in  each  school  year  by  the  high  school  inspector  or  such 
assistant  as  it  may  appoint,  who  shall  carefully  inspect  the  instruction 
and  discipline  of  the  classes  and  make  a  written  report  on  the  same 
immediately,  and  no  money  shall  be  paid  in  any  case  until  such 
report  shall  have  been  received  and  examined  by  the  board,  and  the 
work  of  such  school  approved  by  a  vote  of  said  board. 

Discretionary  Power  of  Board.— The  high  school  board  shall 
have  full  discretionary  power  to  consider  and  act  upon  applications  of 
high  schools  for  state  aid,  and,  subject  to  the  provisions  of  this  act, 
may  prescribe  the  conditions  upon  which  such  aid  will  be  granted; 
and  it  shall  be  its  duty  to  accept  and  aid  such  high  schools  only  as 
will,  in  its  opinion,  if  aided,  efficiently  perform  the  services 
contemplated  by  law;  but  not  more  than  seven  (7)  schools  shall  be 
aided  in  each  county  in  any  one  year. 

Any  school  accepted  and  continuing  to  comply  with  the  law  and 
regulations  of  the  board  made  in  pursuance  thereof  shall  be  aided  not 
less  than  two  (2)  years. 

In  case  any  state  graded  school,  as  hereinafter  provided,  shall  have 
attained  such  a  degree  of  proficiency  as  to  entitle  it  to  promotion  to  a 


188  Unirt rsi/ij  of  ('aJifanint   Piihlirnfions.         [Editatios 

liifjli  school,  Hiid  tlie  state  hip^h  schools  in  the  county  shall  have 
already  reached  the  number  of  seven  (7),  such  graded  school,  in  the 
discretion  of  the  board,  maybe  so  promoted,  and  take  the  place  of  the 
high  school  in  the  county  first  receiving  state  aid  for  the  period  of  at 
least  two  (2)  years;  that  any  state  high  school  so  deprived  of  state 
aid  shall  continue  under  the  supervision  of  the  board,  with  all  the 
privileges,  except  state  aid,  of  a  i)rei)aratory  school  for  the  University 
of  Minnesota.'' 

Rules  and  Kegulatioxs  of  the  State  High  School  Board 
Relating  to  High  Schools. 

APPLICATIONS   for    STATE    AID   TO    HIGH    SCHOOLS. 

1.  All  applications  for  state  aid  shall  be  made  to  the  secretary  of 
the  board  on  the  official  Vilank  prepared  for  that  purpose,  and  shall  be 
made  not  later  than  October  1,  during  the  school  year  for  which  aid 
is  requested. 

2.  All  aj)plications  shall  be  considered  by  the  board,  and  schools 
considered  worthy  shall  be  accepted  for  supervision.  Applications 
shall  be  considered  at  special  meetings  only  in  cases  where  delay  in 
making  ai)plication  appears  to  have  a  valid  reason. 

3.  The  applications  of  schools  accepted  for  supervision  sliall  be 
referred  to  the  high  school  inspector,  whose  duty  it  shall  be  to  visit 
such  schools  during  the  ensuing  school  year  and  to  submit  a  special 
report  to  the  high  school  board  at  the  next  annual  meeting. 

4.  At  the  annual  meeting  following  a  year  during  which  a 
school  has  been  under  supervision,  the  high  school  board,  taking  into 
consideration  the  report  of  the  inspector,  the  report  of  the  examiner, 
and  such  other  information  as  may  l)e  at  hand,  shall  grant  state  aid 
to  schools  whose  work  and  organization  may  appear  to  be  satisfactory 
and  to  give  promise  of  permanency. 

;■).  A  state  high  school  is  defined  as  a  school  which  has  received 
state  aid  to  high  schools,  and  which  is  under  the  supervision  of  the 
high  school  board.  The  acceptance  of  a  school  for  supervision  shall 
not  confer  a  right  to  the  name  before  the  state  aid  sluill  liave  bt-eti 
granted. 

6.  Schools  whose  terms  of  state  aid  have  expired  and  wliicli  have 
made  reapplication  for  aid,  may  be  replaced  on  the  list  uncondition- 
ally, or  if  unfavorable  conditions  come  to  the  knowledge  of  the  board, 
such  as  a  change  of  local  policy  or  the  employment  of  a  sujierinteiident 
and  instructors  whose  qualifications  are  not  well  known,  the  school 
may  be  acc«'pted  merely  for  supervision,  and  the  question  of  a  place 
on  the  list  may  be  tleferred  until  the  next  annual  meeting. 

CONltlTlON'S    I{E(;lIS!TE    TO    ACCEPTANCE. 

The  following  re(iuirements  are  in  accord  with  the  past  exi>erience 
of  the  Vtoard  and  are  made  with  a  view   to  secure  conditions  which 

i'-  III.,  ih'.t'.i.  <-h.  :i.vj. 


I  f/oins.  —  Sfdfc   Aid  i<>   S(((>n(l(iri/   Scliools.  I-'!!) 

render  efficient  work  practicable  and  fjive  promise  of  permanence. 
The  increase  of  state  aid  to  $1,000  justifies  ^vtnt  eare  in  admitting 
schools  to  the  list. 

1.  A  comfortable  buildiiiij  providing  not  less  than  four  grade 
rooms  below  the  high  school,  and  high  school  quarters  consisting  of 
at  least  a  main  room,  a  large  recitation  room,  a  laborator}',  and  an 
office. 

2.  A  well  organized  graded  school,  having  not  less  than  four 
distinct  departments  below  the  high  school,  and  includiTig  not  less 
than  eight  years  of  elementary  and  grammar  school  instruction. 

3.  A  well  chosen  geographical  library  for  the  si.xth  and  seventh 
giades. 

4.  An  adequate  library  of  American  history  for  eighth  grade  woik. 

5.  Suitable  wall  maps,  a  globe  and  an  imabridged  dictionary  for 
each  of  the  upper  grades. 

6.  A  liberal  supply  of  reading  matter  in  sets  for  each  grade. 

7.  A  well  qualified  superintendent  having  general  charge  of  grad- 
ing, instruction,  discipline  and  of  the  care  of  the  building. 

S.  A  liberal  schedule  of  salaries.  It  is  not  the  policy  of  the  high 
school  board  to  prescribe  salaries,  but  in  the  light  of  experience  the 
board  expresses  a  want  of  confidence  in  the  ability  of  a  school  to  earn 
the  state  grant  of  $1,000  without  salaries  liberal  enough  to  secure  the 
services  of  a  competent  superintendent  and  instructors  of  approved 
experience.  Experience  also  demonstrates  that  towns  having  a  popu- 
lation of  less  than  1,000  people,  and  an  assessed  valuation  of  less  than 
$200,000  are  seldom  justified  in  undertaking  the  expense  of  supporting 
a  state  high  school. 

9.  Scholarly  classes,  well  started  in  at  least  the  first  two  years  of 
high  school  work,  with  a  good  prospect  of  classes  to  follow  in  regular 
succession,  to  maintain  a  full  four  years'  course. 

CONDUCT   OF   THE    SCHOOL. 

1.  students  admitted  to  the  h^h  school  shall  have  satisfactorily 
completed  the  common  school  branches. 

2.  Permanent  records  shall  be  kept  to  show  where  each  grade 
]mpil  belongs,  and  what  subjects  each  high  school  student  has 
completed. 

3.  The  school  shall  hold  sessions  of  not  less  than  nine  months 
each  year. 

4.  The  high  school  shall  be  open,  free  of  tuition,  to  all  non- 
resident pupils,  upon  passing  the  examination  required  by  law. 

o.  The  high  school  department  (including  grammar  school 
students,  if  necessary)  shall  be  placed  in  charge  of  a  well  qualified 
assistant. 

(5.  The  superintend[ent]  of  the  school  shall  be  provided  with  an 
ample  recitation  room  and  office,  and  shall  have  reasonable  time  in 
school  hours  for  general  supervision. 

7.  Boards  of  education  shall  adopt  a  liberal  policy  in  making 
provision   to    supply    the    following    library    facilities    and    scientific 


140  (niiursifif   of  (\ilij'(ir>ii(i    Piih/iciifiotis.  (Ew-cation 

eqiii|)raeiit  as  rapidly  as  classes  come  forward  to  need  them.  The 
amounts  named  represent  the  cost  of  respectable  beginnings  for  small 
classes. 

a.  Material  in  sets  for  a  four  years'  course  in  high  school  reading, 
■ton. 

b.  A  botanical  or  zoological  outfit  of  tables,  inexpensive  dissecting 
microscopes,  one  compound  microscope,  dissecting  instruments,  glass 
jars    and   alcohol   or   formalin    for   preserving   material,    etc.,    $80. 

c.  Apparatus  and  equijiinents  adequate  to  carry  on  a  year's  work 
in  piiysics  as  outlined  in  maTiual,  $200. 

d.  Suitable  desks,  chemicals  and  glassware  for  a  year's  work  in 
chemistry,  $00. 

e.  A  working  school  library  foi'  the  use  of  students  in  the  prepa- 
ration of  their  daily  work.  The  amounts  named  below  are  sufficient, 
if  e.xpendcd  with  judgment,  to  equip  the  various  classes  fairly  well. 
It  is  Tinderstood  that  none  of  these  V)Ooks  are  required  until  classes 
are  formed  that  need  them.  It  is  better  to  equip  the  classes  one  or 
more  at  a  time,  and  equip  each  thoroughly,  than  to  scatter  a  small 
appropriation.  The  i>riiicii)al  subjects  which  require  assistance  from 
a  working  library  are:  English  literature,  .$100;  general  history, 
$100;  civics,  $40;  political  economy,  $60;  senior  American  history, 
$7.');  senior  geography,  $75;  physiography,  $50;  chemistry,  $30; 
physics,  $40;  zoology,  $50;  botany,  $75;  foreign  languages,  $L'5  each. 

8.  The  board  of  education  of  each  school  shall  issue  diplomas  to 
those  students  who  shall  be  certified  by  the  superintendent  to  liave 
satisfactorily  completed  the  preliminary  subjects  and  the  work  covered 
by  twelve  high  school  credits  and  a  four  years'  course  in  reading.  A 
j'ear's  work  in  a  suV)ject  is  called  a  credit."' 

Tlic  pliiii  (if  rxtciidiiiu'  aid  to   sd Is   (liat   ai-t'   not  yet   stitti- 

ciciitly  advanced  lo  assnnic  the  wofk  of  a  \V('ll-oi-y;;iiiiz('d  liiy:li 
s(diool,  aims  to  id-oniolc  the  cllicicncy  of  tlicsc  sidiools,  ami  t<» 
•  •m-onraofc  tlicni  in  the  cfToiM  to  fcacli  siidi  a  standafd  of  cxctl- 
It'iicc  tliiit  tlii'V  may  licccdiR'  liiuli  scliools,  oi-  if  otdy  t'lcint'iitaiy 
s(diools,  tliat  tlicif  j^-fadnatcs  may  be  entitled  to  admission  to  tlif 
nci;^'ld>oi'iiin'  liiuli  scdiools. 

The  act  of  ISSl.  pi'ox  idiiij;  for  aid  to  state  hi<;h  stdiools,  was 

entitled,  ".\N  .\('T  l'()|{  TIIK  F,N("(  tl'K.\<;r,.Mr.\T  OF  lIKilIKH  KIUCA- 
TloN."  in  its  inlei-pfetat  ion  of  this  I  itlc,  the  hi  ^h  school  hoafd  has 
fc(|iiii-cd  tli«'  schools  fei-eixin.u'  this  aid  to  expend  it  in  inipi'o\  in^' 
llie(pialit\  of  inst  iMict  ion  and  in  pi-o\idin.Lr  addit  ional  e(|nipment . 
'i'lie  ainonnls  annnallx  expended  ii\  the  scdiools  fof  LTenei-al 
e(|nipnieiit     max     lie    ;;atliereil     from     the    tollowiiiL;'    lalile.      The 


I"  AlTON,  .\hiHi  iiniiiKil  niiorl  <>/  th,   i,i.s/>,<-liir  »f  hiijh  srlionls.  l'.l(C_'.  1>I>.  .•(I-:!.!. 


Vol.  :i.] 


Jones. — State  Aid  to  Secondary  Schools. 


141 


aniouiits  expended  by  the  sehools  ^iveu  below  are  faii'ly  rejjre- 
sentative  of  the  amounts  generally  expended  by  schools  of  like 
enrollment : 


SCHOOLS 


Redwing 218 

Wabasha 7G 

Wadena 55 

Warren 42 

Waseca  96 

Hopkins 55 

Pipestone  124 

Plainview  50 

Preston  76 

Princetown 43 

Red  Lake  Falls..  65 

Duluth 623 

*Added  in  1902. 


& 

t> 

l|?n 

&  1 

•^ 

>, 

So 

C 

.IS 

«?  o 

5 

Pk 

oN 

K 

160 

120 

20 

90 

25 

15 

25 

25 

20 

20 

86 

27 

15 

10 

150 

100 

50 

60 

300 

600 

100 

80 

12 

150 

60 

20 

107 

5 

95 

35 

20 

30 

75 

75 

25 

75 

10 

25 

239 

279 

269 

....  1 

10 
10 
8 
40 
50 
10 
32 

25 


& 

ce 

o«2 

«M  o 

„  1 
*2 

w  ^^ 

s 

Eh"^ 

36 

100 

436 

40 

205 

75 

15 

165 

54 

58 

258 

150 

75 

625 

450 

275 

1855 

70 

38 

360 

6 

20 

170 

75 

60 

315 

40 

240 

55 

165 

550 

1337 

g  S  » 


475 

251 

159 

242 

465 
* 

218 
120 
196 
170 
121 
2088' 


SUMMARY  OF   EXPENDITURES   FOR  HIGH   SCHOOLS 
DURING   THE  YEAR   1901-02 

Chemistry $  9,181.00 

Physics 9,912.00 

Biological  Science 3,272.00 

Special  Historical  Libraries 4,091.00 

Special  Literature  Libraries 3,430.00 

General  Libraries 11,026.00 

*Grade  Reading  in  Sets 6,826.00 

Total  $47,738.00'^ 

•Excluding  the  large  cities. 


SUMMARY  OF   EXPENDITURES   DURING   THE   PREVIOUS 
EIGHT   YEARS 

1893-4    1894-5    1895-6    1896-7    1897-8    1898-9   1899-00   1900-01 

Library..$2,383  $  8,675  $  9,336  $10,795  $  9,917  $8,651  $  9,800  $13,570 
Science..  5,436  12,602  10,453  9,647  11,202  9,009  14,961  16.997 
Grade 

Reading 

in  sets..  1,500       2,167       3,078       3,077       5,017        4,9:50       5,721       7,836 


Total..$9,319   $23,444    $22,867    $24,219    $26,136  $22,590   $30,482  $38,503'" 


'"Compiled  from  Aiton,  yi)ifli  (tinntaJ  report,  op.  cit.,  pp.  5-1.^. 
1^/(7..  p.  1.-). 
1 »/(/.,  p.  1.-). 


142  Unii'fr.sitif  of  Califoniiti  Pnblicntioits.         [edicatiox 

OTHER    STATES 

Till'  iiiowmcnt  to  ])r()vido  five  secondary  education  for  all 
l)iil)ils  (|ualitied  to  enter  the  liipfh  schools  and  academies  has 
taken  different  forms  in  the  various  states  which  have  thus  far 
made  such  ])rovision.  In  Xi ir  llniiipsJtiyi .  towns  not  maintain- 
in*?  hif^h  schools  are  re((uired  hy  law  to  i)ay  for  the  tuition  of 
their  residents  who  may  attend  a  hij^di  school  or  an  acadcnix  in 
the  same  oi-  anothci-  town  or  city  in  the  state,  .to. 000  is  annually 
raised  liy  the  st;itc  to  reimburse  the  weaker  towns  for  this 
expenditure.'  Towns  whose  rate  of  ta.xation  for  school  purjjoses 
in  any  year  is  $.')..')()  or  more  on  $1,000.  and  whose  average  rate 
of  taxation  foi-  all  pui-poses  for  five  years  next  ))recedinj;  is 
$16.00  or  more  on  $1,000.  are  allowed  to  share  in  this  api)ropi-ia- 
tion.  Such  towns  ai-e  classified  into  ten  classes  according-  to  the 
rate  of  taxation  uixtu  the  $1,000.  and  the  towns  of  each  class 
slnire  accordinjj;  to  the  tax  rate,  receivinj*'  from  the  state  amounts 
ranj^inj;  fi-oin  one-tenth  of  the  amount  i)aid  for  tuition  uj)  to  tin' 
whole  of  such  cxpcndit  ui-c.  Towns  whose  rate  of  taxation  is 
ovci*  $2').  4!)  on  $1 .000  receive  tVoiii  t  lie  state  t  lie  full  anion  lit  i);iid 
for  the  tuition  of  i-csidcnt  i»ui)ils  in  the  academies  or  hie-h  schools 
of  the  state.  The  term  "high  school"  or  "academy"  as  used  in 
the  Met  pi-ovidine-  foi-  such  I'cimhui-sciuent  is  defined  as  "a  school 
liavine-  at  least  one  four  yeai's"  coni-se  i)roperly  e<pupi)ed  and 
teachine'  such  suiijeets  as  ai'c  re(|uired  for  admission  to  college, 
technical  school,  and  norniai  school,  such  liigli  school  oi'  academy 
to  lie  appro\-ed  \)\  the  state  superintendent  of  imlilic  insti'iict  ion 
as  conii»l\ing  with  the  re(jnii'ements  of  this  section."  " 

When  a  pupil  has  comitlcted  the  full  course  of  instruction  in 
any  school  of  Xiir  ,/(rs(i/.  and  is  ohliged  to  go  elsewliere  t'o)* 
more  ad\aneed  work,  the  district  of  which  sueli  jnipil  is  a  I'csi- 
dcni  must  pay  the  anioiiiit  of  tuition  fees  auieed  upon  lietwccn 
the  lioards  of  the  two  schools  cdncenied.'  New  .lerscy  dniilicates 
from  tlie  state  funds  all  anioimts  lietween  $'jr)0  and  $r),000  i-aised 
liy  taxation  or  snliscript ion  or  liofh  for  the  estahlishment  of 
manual    training    depai'tments    in    connection    with    the    pulilic 

'  /jiiir.i  o/ynr  /lumiisliin.  I'.MII,  ili.  W. 

-  Itl.,  .sec.  4. 

■'L<iirx  of  ytir  Jiixiij,  I'.MIL',  cli.  'M\.  ml.  I.\,  -c.-.   1 1.l. 


Vol. :!.]  Jones. — !Si<(t<'  Aid  to  Sccdnddrif  Schools.  148 

schools,  or  for  the  establishment  of  a  manual  trainin<>-  school. 
It  is  provided  that  no  school  shall  receive  more  than  $5,000  for 
this  i)uri)()S('  in  ;uiy  one  year.' 

In  O/iio,  the  provision  for  advanced  instruction  is  similar  to 
that  in  New  Jersey,  with  the  exception  that  in  Ohio  the  boards 
of  two  adjoining  districts  may  enter  into  an  agreement  whereby 
all  prii>ils  of  a  district  not  maintaining  a  high  school  are 
instructed  in  a  neighboring  high  school,  for  an  amount  agreed 
upon  l)etween  the  two  boards,  lender  such  circumstances,  the 
]nipil  is  expected  to  attend  the  school  thus  selected.' 

Xehmska,  in  her  second  attempt  to  extend  to  all  qualified 
l)upils  a  free  secondary  education,  requires  the  careful  estimate 
of  the  actual  cost  pei'  pupil  in  such  high  schools  as  have  been 
declared  by  the  l)oards  to  be  open  to  non-resident  pupils,  and  the 
county,  or  part  of  the  county  not  included  within  a  high  school 
district,  in  which  any  given  child  is  a  resident,  is  obliged  to  pay 
the  actual  cost  of  the  instruction  of  such  child,  when  he  shall 
have  attended  such  public  high  school,  provided  such  cost  does  not 
exceed  seventy-five  cents  per  pupil  per  week.  When  this  amount 
exceeds  seventy-five  cents  per  week  for  each  pupil,  the  excess  is 
paid  by  the  parent  or  guardian.  All  such  high  schools  must  be 
a])i)roved  ))y  the  state  superintendent  of  public  instruction  and 
by  him  declared  "to  be  properly  equipped  as  to  teachei's,  appli- 
ances and  course  of  study."  An  earlier  law  fixing  the  amount 
of  tuition  fees  at  three  dollars  per  month  was  declared  unconsti- 
tutional, as  that  amount  was  not  in  all  cases  the  actual  cost  of 
services  rendered.'' 

The  first  high  school  law  of  XorfJi  J>akot(i  was  enacted  in 
1895,  under  the  title  "AX  ACT  for  the  Encouragement  of 
Secondary  Education."  By  the  provisions  of  this  act,  the  gov- 
ernor, the  superintendent  of  public  instruction,  and  the  president 
of  the  state  university,  cr  officio,  were  made  to  constitute  "a 
l)oard  of  commissioners  on  pre])aratory  schools  fV)r  the  encour- 
agement of  higher  education  in  the  »State."  This  board  was 
called  the  "High  School  Board,"  and  it  was  directed  to  inspect 
all  schools  of  advanced  grade,  and  to  designate  as  "state  high 

*  Id.,  art.  XXIV. 

s  Revised  .itatiifts-  of  Ohio.  sec.  4()2i)-:i  (as  aiiiciided  Maicli  LM.  H»02). 

''Lau-.'s  of  Xcbviixkii.  KIOI.  cli.  (i.'i.     Id..  1899,  ch.  (Jl',  si-c.  (i.'i. 


144  Unirtrsifl/    of  Califoruxt    I'lllilicatintis.  [Education 

schools"  ;ill  sucli  schools  ;is  offci-cd  two  y<'ars  of  hi^h  school 
instnii-tioii.  provided  that  tlic  "  iiistnictioii  and  discii)linc"  of 
sue]]  schools  had  hccii  apjirovcd  l>y  the  hoai'd.  It  was  made 
the  diit.v  of  the  Itoard  to  cause  each  such  school  to  be  visited 
"at  least  ou<M'  in  each  school  year,  hy  a  comniittee  of  one  or 
more  mcndiers."  The  hoard  was  authoi'i/.ed  to  apitoint  "a 
competent  person  to  visit  and  inspect  any  sdiools,  and  to 
make  rt'imi-t  thereon."  '  In  1899,  the  hoai-d  was  authorized  to 
a])i)oint  an  ''Assistant  Examiner."  at  a  salary  not  to  exceed 
three  dollai-s  |)cr  da\  :  and  all  appi-oved  state  hi^-h  schools  which 
admitted  (|ualificd  pupils  fi-om  an\  i)art  of  the  state,  Avithout 
charge  foi-  tuition,  were  "-ranted  an  annual  subsidy  from  the 
state  treasui-y. 

The  hij^h  schools  were  classified  as  four-year,  three-year, 
and  two-year  schools,  and  the  various  schools  of  each  class 
were  granted,  in  ISIM),  an  annual  sum  of  $17."),  $140,  and  $100 
i'espcctivcl\-.'~  These  sums  amounted  to  $4,000  aniinally  in  litO'J, 
which  was  a  tritle  more  than  one-tenth  the  cost  of  carrying  on  the 
woi-k  of  the  high  schools  of  the  state  for  that  year.  The  legis- 
latui-c  of  1908  increased  the  annual  apportionment  to  the  high 
schools  by  granting  $400  to  each  school  lia\  ing  a  four-ycai-  high 
school  course  and  doing  four  years"  high  school  work,  $."500 
to  the  three-year  high  s(diools,  and  $"J00  to  the  two-year 
high  schools;  "proxidcd.  that  moneys  so  appoi't ioiicd  to  any 
high  school  shall  be  used  to  iiici-ea.se  the  efficiency  of  th<'  high 
school  work:  ]ii'o\i(lc(l,  fui'thcr,  that  the  total  amount  of  the 
appoilioiinicnt  and  expenses  under  this  act  shall  not  exceed  ten 
thousand  dollai-s  ($10,000.0(1)  in  one  year.""  A  high  school 
onc<'  placed  on  the  list  of  state  aided  schools  is  entitled  to  share 
in  the  state  subsidy  foi-  a  period  of  not  less  than  thi'ee  ycai's. 

The  high  schools  of  ('dlifoni id  ai'c  t'our-ycai'  schools  having 
a  course  of  study  such  as  will  prepai'c  pui)ils  foi- admission  to  <ine 
of  the  colleges  of  the  I  uiversit.N  of  California.  High  schools 
Were  pro\  idcd  foi- in  the  first  school  law  of  California,  adopted  in 
lHr>l.     Not  inoi-c  than  oiic-joiirth  of  I  he  state  and  couiit\  monc\s 


l.inrs  nl    .\<,,H,    Ihil.nhi.    Is;).-),  ell.  .-.:i. 

/'/..  l,s;i;i.  ill.  si. 
hi..  l'.tii:t.  .'li.  h. 


Vol. 3.]  rfoites. — State  Aid  to  SeanuJarti  Schools.  14") 

received  by  tlie  disti-ict,  and  not  more  than  one-fourth  of  the 
whole  amount  raised  l»y  hx-al  taxation  for  schools,  miylit  be 
expended  for  schools  of  this  <i'rade."'  But  the  bui'dcn  of  tlic  siip- 
jioi-t  of  these  schools  was  soon  shifted  to  the  local  connnunities. 
The  constitution  of  1879  provided  that  the  annual  school  moneys 
of  tlie  state  should  be  expended  for  elementary  instruction." 
Since  that  time,  the  high  schools  have  been  regarded  as  local  insti- 
tutions and  have  been  left  for  the  most  part  to  shape  their  own 
growth,  except  for  the  voluntary  relations  (^stal)lished  between 
the  several  schools  and  the  state  university  through  the  system 
of  university  "accrediting."  The  excellence  of  the  high  schools 
of  the  state  is  due  in  a  large  measure  to  this  influence  from  the 
higher  institution,  which  has  shaped  the  courses  of  study  in  the 
secondary  schools  by  its  prescribed  entrance  requirements.  To 
this  circumstance,  and  to  the  high  standard  set  for  admission  to 
the  teaching  force,  must  be  attributed,  in  a  large  part,  the  fact  that 
an  excellent  system  of  public  high  schools  has  been  established 
throughout  the  state. 

In  the  fall  of  1902,  there  was  submitted  to  the  people  of  this 
state  an  amendment  to  the  constitution  permitting  the  legis- 
lature to  levy  a  tax  u})on  the  state  for  the  support  of  secondary 
schools.  This  amendment  was  carried  l)y  a  large  majority;  and  a 
bill  was  passed  by  the  legislature  of  1903,  providing  for  a  tax  of 
one  and  one-half  cents  upon  every  $100  of  the  value  of  the  taxable 
property  of  the  state,  for  a  period  of  two  years,  for  the  support 
of  high  schools.  After  the  expiration  of  two  years,  it  is  provided 
that  the  annual  appropriation  shall  be  fifteen  dollars  per  pupil  in 
average  daily  attendance  in  the  high  schools.  This  sum,  amount- 
ing to  about  $180,000  per  annum  at  the  beginning  of  the  provision 
for  state  aid,  or  about  fifteen  dollars  per  pupil  in  average  daily 
attendance,  is  distributed  as  follows:  One-third  of  the  whole 
amount  is  api)ortioned  equall.v  to  the  high  schools  regai'dless  of 
the  numl)er  of  teachers  or  students  in  the  same;  the  remaining 
two-thirds  is  apportioned  to  the  high  schools  on  the  basis  of  the 
average   number  of   i)ui)ils   in   daily  attendance   in   the   sevci-al 


I"  Lines  of  ('alifoniia.  IS.')1.  cli.  iL'd,  art.  V,  sec.  7. 

^Wdii.sfihilloii.   ISTit.    art.    IX,   sec.   C.        Lairs  of  Callfoniiii.   1880,   eh.   LXXX- 
sec.  24. 


14()  Ciiirfrsifi/  of  Ctiliforniu   I'lihli/afioiis.  [EDi-tATio\ 

s-li()()ls.  All  schools  sliarhif^  ill  tiiis  sul)si(ly  are  i-e(|uiiv(l  to  have 
a*^  least  one  course  of  study  suoh  as  will  jji-epare  students  to  enter 
one  of  the  collegiate  dei>artnicnts  of  the  rnivcisity  of  California, 
and  no  school  is  eligible  to  shair  in  the  benetits  of  this  act  after  a 
period  of  one  year  unless  it  eini)loys  at  least  two  full-time  teachers 
and  lias  an  a\fragc  dail\  attendance  of  at  least  twenty  students; 
and  all  schools  aided  nndci-  this  pi-ovision  are  required  to  be  in 
session  ISO  days  in  each  school  year/''  Certain  institutions  of  a 
si'ini-iinlilic  character  have  ])een  favored  l)y  the  state  in  so  far  as 
they  have  lieen  exempt  from  taxation. 

COXCLrSION 

At  the  outbreak  of  the  Kevolntionary  war.  but  four  of  the 
l)resent  states  had  well-detined  systems  of  public  schools,  mimely, 
Massachusetts,  New  Hampshire,  Connecticut,  and  Maryland.  In 
these,  the  early  grannnar  schools  were  supi)orted  in  i)art  by  sub- 
sidies gi-antcd  ])y  the  colonial  govei-nments.  Several  of  the  towns 
of  Massachusetts  received  one  thousand  acres  of  land  each,  for 
t  lie  sii|)port  of  t  heir  uramniar  schools.  Later,  a  polic\  was  adopted 
of  re.sei'ving  a  ])ortion  of  each  considerable  tract  of  land  s(d(l,  for 
the  sujijioi't  of  a  gi-amniar  scluxd  within  su<di  tract.  This  ])olicy 
was  extended  to  the  New  llami)shire  gi-ants.  The  c<dony  of  Con- 
necticut I'csei'ved  foi'  the  encouragement  of  hci'  graimiiai'  si-liools 
a  tract  of  six  hundred  a<'res  foi*  each  of  her  four  comity  towns, 
and  recpiired  that  a  school  be  kcjit  in  each.  Additional  revenues 
wei-e  pro\'ided  liy  appropriating  for  these  schools  sums  of  money 
troll!  the  public  ti'easur\  :  and  jirovision  was  mad*-  for  the  estab- 
lislimeiit  of  other  schools  by  reso-ving  for  this  purpose  a  jiortion 
of  each  township  of  land  sold.  The  colon.\  of  Maryland  sought 
to  pi-o\idc  for  her  [']•(•{•  schools  by  appropriating  for  this  jmrpose 
certain  of  the  revennes  accruing  to  the  colony.  <  )tlicr  colonies 
at  various  times  sought  to  encourage  individual  schools  liy  the 
granting  of  sjiecial  subsidies  either  in  the  form  of  rexfuiies  oi-  of 
grants  from  the  colonial  ticasniy  .  Without  these  grants,  many 
of  the  secondary  schools  of  that  i)criod  could  not  ha\<'  existed. 
The    aetioii    of    the    colonial    go\crnments  in    encouraging    these 

^-  Linrs  of  Ctli/hriiiii,  lll(i:(,  rli.   LX. 


Vol.:!.]  Jones. — State  Ai(J  to   Secoxditrij   Schools.  147 

schools  by  lil)('i-al  (lonations  made  ])ossil)le  at  that  time  the  cstah- 
lisliinciit  of  a  system  of  piihlic  schools  which  embmced  every  j^Tadc 
of  sciiool  from  the  elementary  sc'liool  to  the  college. 

With  the  establishment  of  systems  of  public  schools  after  the 
close  of  the  Revolutionary  war,  the  policy  of  extending  state  aid 
to  secondar\'  schools  became  ((uite  general.  Few  states,  if 
any,  failed  to  contribute  to  the  support  of  one  or  more  of  the 
academies  or  other  secondary  schools  that  struggled  for  existence 
at  this  i)eriod.  In  many  of  the  states,  a  definite  system  of  gi-ants 
was  adopted.  The  best  defined  of  these  wei-e  found  in  Massa- 
chusetts, New  York,  Pennsylvania,  Maryland,  Louisiana,  Ten- 
nessee, Kentucky,  Michigan,  and  Wisconsin.  In  many  of  the 
states,  much  of  the  elementary  education,  most  of  the  secondai-y 
education,  and  some  of  the  higher  education,  was  provided  b\' 
these  subsidised  institutions.  Meanwhile  the  ])ublic  mind  was 
preparing  for  the  establishment  of  a  system  of  public  secondary 
schools. 

The  provision  for  a  system  of  free  high  schools  in  Minnesota, 
Maine,  and  Wisconsin  carried  with  it  a  plan  for  the  encourage- 
ment of  these  schools  by  liberal  grants  from  the  state  treasury, 
while  in  New  York  and  Maryland  the  high  schools  were  made  to 
share  with  the  academies  in  the  annual  donations.  North  Dakota 
and  California  are  among  the  most  recent  states  to  provide 
for  the  partial  support  of  high  schools  out  of  funds  raised  by  a 
general  state  tax. 

In  1878,  Minnesota  led  the  way  in  i)roviding  free  secondary 
education  for  all  qualified  pui)ils  who  were  residents  of  the  state. 
Other  states  followed.  The  movement,  although  slow  at  the 
first,  worked  itself  out  in  various  forms  in  many  of  the  most 
progressive  states.  In  1891,  all  towns  in  Massachusetts  that 
were  not  obliged  by  law  to  maintain  a  high  school,  were  retpiired 
to  pay  for  the  tuition  of  pupils  residing  in  such  towns  who  were 
obliged  to  go  elsewhere  for  secondary  instruction.  Wisconsin, 
New  Jersey,  New  Hampshire,  Ohio,  and  Nebraska  require 
districts  or  towns  not  maintaining  high  schools  to  pay  for  the 
.  instruction  of  such  qualified  pupils  as  attend  secondary  schools 
elsewhere.  California  and  North  Dakota,  like  Minnesota,  re(iuire 
all  high  schools  receiving  state  aid  to  insti-uct  without  the  i)ayment 


I4S  Ciiirt  rsifi/  of  ('dlifoniKt    PiililicafifDis.  IEducation 

of  tuition  t't'cs  sucli  (|iialilic(l  pupils  troiu  districts  not  niaintainiui^ 
lii^li  schools  as  can  he  acconunochitcd  witliout  inconvenience  or 
injustice  to  icsident  i)ui)ils. 

It  is  one  function  of  orj^anized  <;'overninent  to  do  for  all 
wlial  eacli  individual  can  not  do  for  himself.  Cliildreii  residing 
in  coinnuiuities  too  poor  or  t<t()  neijlio;ent  to  provide  advanced 
instruction,  have  lieen  ohliu-t-d  in  most  eases  to  discontinue  their 
studies  at  the  md  of  t  he  eleinentai-y  course.  To  continue  them 
further  would  mean,  in  addition  to  other  iiiconxcniences.  the 
payment  of  fees  often  amouutin<^  to  several  dollai's  i)er  month. 
The  movement  to  ]trovide  free  seeondary  education  for  all  quali- 
(ied  pujiils  re^aidless  (»f  plaee  of  residence  has  been  prompted,  in 
part  at  least.  li\  the  ((uite  general  conviction  that,  under  existing 
conditions,  the  opportunities  for  olitaining  such  an  education 
were  otfei-ed  to  those  who  least  ai>])reciate(l  it,  and  that  it  was 
he\(»nd  the  reach  of  nian>  who  would  l)e  benefited  the  most  by 
such  advantages.  The  e.\i)erienee  of  states  in  wlii(di  provision 
has  been  made  foi-  the  free  instruction  of  all  pni)ils  in  the  high 
schools  ('(tntiniis  the  belief  that  a  \('i->  large  numl)er  of  (pialitied 
pupils  ill  I  lie  nil  a!  districts  are  deteri-ed  fi'om  further  ad\ance- 
ment  partly  l)y  reason  of  tuition  fees. 

Hecent  tendencies  ai"e  ])roi»hefic  of  more  general  movements 
in  the  futui-e  to  extend  the  means  of  ol»taining  a  free  secondary 
education  to  all  (pialilicd  jiujjils,  regardless  <»f  their  place  of  resi- 
dence: such  insti'iiction  to  be  in  w(dl-e(pii])]»ed  and  pi-operly 
graded  high  schools.  In  i!iaii\  states,  this  will  lie  the  eoniple- 
tioii  of  a  s.xstem  of  jiulilie  schools  such  as  Huxley  had  in  iiiiud 
when  he  said.  "No  system  of  public  education  is  worth  the  name 
of  national  unless  it  ci-eates  a  git-at  edu<'ational  ladder,  with  om* 
end  ill  the  guttei'  and  the  otliei'   in  the  rnixcrsity." 


Jones.  —  Stdtr   Aid   to   tScronddrn   Schools.  149 


BIBLIOGRAPHY 


In  the  inaiu,  use  has  been  made  of  original  souvees,  particu- 
larly of  the  records  of  the  various  colonies  and  of  the  session 
laws  of  the  several  states;  these  are  referred  to  in  foot-notes  and 
are  not  included  in  this  bibliography.  The  reports  of  the  Com- 
missioner of  Education  and  the  state  reports,  with  the  exception 
of  a  very  few  which  contain  matter  of  historical  interest  relating 
to  secondary  schools,  are  likewise  omitted.  Only  such  works 
are  given  below  as  have  been  found  especially  helpful  in  the 
preparation  of  this  paper. 

Blackmar,  Frank  W.  The  history  of  federal  aud  state  aid  to  higher  edu- 
cation in  the  United  States.  Circular  of  Information  of  the  Bureau 
of  Education,  no.  1,  1890. 

Brown,  Elmer  Ellsworth.      Secondary  education.     In  Butler.    Educa- 
tion in  the  United  States,  monograph  no.  4,  v.  1,  pp.  143-205. 
Albany:  The  J.  B.  Lyon  Company,  1900. 

Brown,  Elmer  Ellsworth.  The  making  of  our  middle  schools.  New 
York:  Longmans,  Green,  and  Company,  1903. 

The  extensive  bibliography  of  secondary  education  eontaiiiiMl  in  this 
work  was  found  extremely  valual)le  in  the  preparation  of  this  thesis. 

Clews,  Elsie  W.  Educational  legislation  and  administration  of  the  colonial 
governments. 

Columbia  University  Contributions  to  Philosophy,  Psychology 
and  Education,  v.  6,  nos.  1-4. 

New  York:  The  Macmillan  Company,  1899. 

This  collection  of  colonial  documents  was  found  extremely  valuable 
in  the  preparation  of  that  part  of  the  thesis  pertaining  to  the  colonial 
period. 

Edwards,    B.    B.      Education    and    literary    institutions.       Tlie    American 
Quarterly  Register,  v.  5,  pp.  273-331. 
Boston,  May,  1833. 

Fay,  Edwin  Whitfield.  The  history  of  education  in  Louisiana.  Circular 
of  Information  of  the  Bureau  of  Education,  no.  1,  1898.  Contribu- 
tions to  American  Educational  History,  no.  20. 


150  Univn'siiy  of  Califoniin  Piililinifions.  IEdicatios 

Hough,  Frankmn  B.  Historical  and  statistical  record  of  the  University  of 
the  State  of  New  York.     Albany,  18.S5. 

J^KWis,  Ai.viN  Fayette.  History  of  higher  education  in  Kentucky.  Circular 
of  Information  of  the  Bureau  of  Education,  no.  3,  1899.  Contributions 
to  American  Educational  History,  no.  31. 

Elaine  school  report.  1901. 

Kankin,  a.  \V.  High  schools.  In  History  of  education  in  .Minnesota. 
Circular  of  Information  of  the  Bureau  of  Education,  no.  2,  11mil>. 
Contributions  to  .\merican  Educational  History,  no.  31. 

JScHAFER,  Joseph.  The  origin  of  the  system  of  land  grants  for  education. 
Bulletin  no.  63,  Univeisity  of  Wisconsin,  19()"J. 

Stkinkr,  Beknard  C.  History  of  education  in  Maryland.  Circular  of 
Information  of  the  Bureau  of  Education,  no.  2,  1894.  Contributions 
to  American  Educational  History,  no.  19. 

Ten  Brook,  Andrew.  American  state  universities  .  .  .  and  the  Uni- 
versity of  Michigan. 

Cincinnati:  Robert  Clarke  &  Company,  1875. 

Wickersham,  James  Pvle.  A  history  of  education  in  Pennsylvania. 
Lancaster,  Pennsylvania:   Inquirer  Publishing  Company,  1880. 

Wisconsin,  Hiennal  report  of  the  state  superintendent,  19(i'J. 


J 


STATE  AID  TO  SECONDARY  SCHOOLS 

INDEX 


Aciulemies,  in  general,  71-73. 

Alleghany  County  School  (Md.),  89,  122. 

Ann  Arundel  Town  (Md.),  provision  for  a  free  .school  in,  06. 

Boston  Latin  School,  foundation  and  early  support,  52,  53;  Deer  Island  for  support  of  .52,  53; 

Long  Island  and  Spectacle  Island  for  support  of,  53 ;  grant  of  one  thousand  acres  for  53. 
Brookville  Academy  (Md.),  122. 
Brown,  Elmer  Ellsworth,  48,  118,  149. 
Brown ville  Seminary  (Ky.),  98. 

Burrows,  (Dr.)  Sec.  of  the  Commonwealth  of  Pa.,  quoted,  86. 
Burt,  State  Superintendent  (Minn.),  quoted,  131. 
California,  state  aid  to  high  schools  in,  144,  145,  147. 

Cambridge  (Mass.),  granted  one  thovisand  acres  for  support  of  a  grammar  school,  54. 
Canal  Fund  (N.  Y.),  securieties  conveyed  to  the  state,  and  appropriated  for  academies,  79,  80. 
Cape  Cod  fisheries,  profits  from  granted  to  Plymouth,  55;  distributed  to  several  schools,  .56. 
Centerville  Academy,  Queen  Anne  Co.,  Md.,  89. 
Charleston  (S.  C),  provisions  for  a  free  school  in,  70. 
Charlestown  (Mass.),  support  of  grammar  school  from  rental  of  Lovell's  Island,  53;  granted 

one  thousand  acres  for  support  of  grammar  school,  54;  grant  located,  55. 
Charlotte  Hall  (Md.),  foundation,  68;  donations  to,  89,  90;  lottery  for,  91;  survival  of,  122. 
Claiborne,  (Gov.)  William  C.  C,  91. 
College  of  Jefferson  (La.),  94. 
College  of  Louisiana  (La.),  94. 

College  of  William  and  Mary,  public  support  of  secondary  school  in  connection  with,  51. 
Connecticut,   grants   of   land    for    grammar    schools,   59,   60;    appropriations   tor  grammar 

schools,  61;  school  system  in,  146. 
Copeland,  Patrick,  promoter  of  the  East  Indy  School  in  v  a.,  51. 
Corlett,  Elijah,  received  grant  of  land  from  General  Court,  Mass.,  54. 
Davis,  Cushman  K.,  132. 

Deer  Island,  for  support  of  Boston  Latin  School,  52,  53. 

Dorchester  (Mass.),  grammar  school  in,  54;  granted  one  thousand  acres  for  support  of,  54. 
Dorchester  (S.  C),  appropriation  for  master  of  free  school  in,  70. 
Eden  School,  Md.,  68. 

Euglish  grammar  schools,  support  of,  49;  colonial  grammar  schools  patterned  after,  49. 
English  studies,  distribution  of  state  subsidy  in  N.  Y.  made  in  part  upon  basis  of  number  of 

students  pursuing,  80. 
Fairfield  (Conn.),  received  grant  of  land  from  General  Court,  .")9;  received  grant  of  money 

from  General  Court,  60. 
Folwell,  William  W.,  130,  131.  132. 
Franklin  Academy  (Ky.),  97. 
Franklin  Academy  (Md.),  90. 
Franklin  College  (La.),  94. 
Free  grammar  school,  definition  of,  .50. 
Frederick  College  (Md.),  foundation  of,  69. 
Frederick  County  School  (Md.),  91,  122. 
Friends'  Public  School  (Philadelphia),  model  after  which  the  advanced  schools  of  Pa.  were 

erected,  85. 


Index — ( Condniied) 

Garrison  Forost  Academy  (Mil.),  90. 

Grammar  srliool,   scope   of  work   in  the  colonial,  .'0;    their  ohjeet,  M;  the   first   prop<).sed 

school,  50;  the  first  founded,  52;  nse  of  the  term.  M. 
Green  River  Female  Academy  (Ky.),  98. 
Hadley  (Pres.)  Arthur  T.,  48. 
Hagerstown  Academy,  Washington  Co.,  Md.,  89. 
Hartford  (Conn.),  received  grant  of  land  from  General  Court,  GO;   received  grant  of  mr)ney 

from  General  Court,  (SO;  granted  wild  lands,  C'J. 
Harvard  College,  entrance  reejuirements,  104:),  50;  reservation  of  town  land  for,  58 
High  schools,  in  general,  105-148. 
Hillsborough  School,  Caroline  Co.,  Md.,  89. 
Huxley,  definition  of  national  system  of  education.  148. 
Jefferson  Seminary  (Ky.),  97. 

Johnstown  Academy  (N.  Y.),  fir.st  to  receive  "literature  lots"  from  the  state,  79. 
Kalamazoo  (Mich.),  H.  S.  Case,  102. 
Kentucky,  academy  system  of,  96-5)9. 
Kentucky  Academy  (Ky.),  97. 

Kent  County  School  (Md.),  erected  into  Washington  College,  C8. 

King  Willianrs  School,  Annapolis,  Md.,  foundation,  6G;  merged  in  St.  John's  College,  09. 
Latin  grammar  school,  use  of  the  term,  .50. 
Leach,  Arthur  F.,  50. 
Lexington  Seminary  (Ky.),  97. 
Literature  Fund  (N.  Y.),  source  of,  78;  increased  by  addition  of  Canal  securities,  79,  89;  from 

income  of  U.  S.  deposit,  82;  amount  of,  84,  119. 
Long  Island,  for  support  of  Boston  Latin  School,  .'>:t. 
Louisiana,  academy  system,  91-95. 

Lovcll's  Island,  leased  for  support  of  grammar  scbo"!  in  ('llarlesto«^l,  Mass.,  .'>:{. 
Lunenburg,  reservations  for  school  in,  .58. 
Luyck,  /Kgidius,  master  New  York  City  Grammar  Scliool,  o:!. 
Maine,  resei"vations  for  grammar  schools  in,  :")9;   policy  with  reference  to  encouragement  of 

academies,  76;  grants  to  academies,  74;  the  free  high  school  system  of,  100;  number  of 

academies  in,  109;  appropriations  for  academies.  111,  112. 
Malcolm,  Alexander,  master  New  York  City  Grammar  School,  65. 
Maryland,  establishment  of  public  high  schools  in,   120-122;  donations  to  high  schools  and 

aca<lemies  in,  121,  122;  school  system  in,  146,  147. 
Maryland,  University  of,  foundation,  88. 
Massachusetts,  policy  with  reference  to  land  grants  to  academies.  74;   the  high  school  system 

of,   112-117;   aid  to  weaker  towns,  lit;  distribution  of  state  school  funds  in,  116;  school 

system  in,  146,  147. 
Massachu.setts  Bay  Colony,  grammar  schools  in,  .")2-.'>5. 
Michigan,  system  of  "branches"  in,  99-102;  147. 
Michigan,  University  of,  f<mndation,  100. 

Military  summons,  grammar  school  masters  exempt  from,  in  Mass.,  55;  in  Conn.,  tin. 
Minnesota,  establishment  of  state  high  schr)i)ls  in.  I:i0-l.'i4;  aid  to  slate  higli  scliools  in.  IHl-141 ; 

aid  to  other  schools  in,  i:t4,  i:i5,  lliO. 
Montpellier  Academy  (La.),  94. 

Nebraska,  provision  for  instruction  of  non-resident  pupils  in  higli  schools.  1  li),  1 17. 
New  Amsterdam,  first  Latin  school  in,  611. 

New  Hampshire,  provision  for  state  subsidy  to  certjiin  towns  in.  142,  147. 
New  Haven  (Conn.),  receiveil  grant  of  laml  from  (icncrjil  Court,  (id:   rccciveil  gr;tnt  of  money 

from  General  Court,  00. 
New  .lersey.  provision  for  advanced  instruction  in,  142,  147:  for  manual  training,  142,  143. 
Ni'W  London  (('onn.),  received  grant  of  land  fri>ni  (icneral  Court,  .59;  received  grant  of  money 

from  General  Court,  00. 
New  Orleans  (La.),  College  of,  91,  92. 


l^UKX— {Continued) 

New  York,   formation  of  union   free   schools  •  in,    117:    distribution  of  funds  to  secondary 

scliools,  118,  Hi),  120;  147. 
New  York  State,  University  of,  foundation,  78. 
Newport  (R.  I.),  grant  of  land  for  school  in,  71. 
Nicholson,  (Sir)  Francis,  Governor  of  Maryland,  iirycs  support  of  free  schools  :md  makes 

donations  for  that  purpose,  6.5. 
Normal  schools,  not  included,  48. 
'''  North  Dakota,  state  aid  to  high  schools  in,  14:i,  144,  147. 
Ohio,  provision  for  advanced  instruction  in,  14:i,  147. 

Pennsylvania,  constitutional  provision  for  education,  84;  academy  system  of,  84-88,  147. 
Penn,  William,  grant  of  land  made  by,  71. 
Pillsbury,  John  S.,  132. 
Pittsburgh  Academy  (Pa.),  85. 
Platteville  Academy  (Wis.),  102. 
Plymouth  Colony,  grammar  schools  in,  .55,  56;  profits  from  the  fisheries  of  Cape  Cod  granted 

for  free  school  in,  56. 
Poll  tax,  grammar  school  masters  exempt  from  payment  of,  in  Mass.,  55;  in  Conn.,  60. 
Rockville  Academy  (Md.),  90,  122. 

Roxbury  (Mass.),  received  grant  of  land  from  General  Court,  55. 
Russellville  Male  Academy  (Ky.),  98. 
Salem  Academy  (Ky.),  97. 

Secondary  education,  meaning  of  the  term,  48. 

Schoolmasters,  privileges  accorded  to  by  (General  ('ourt  of  Mass.,  55;  of  Conu.,  60. 
Smith,  Daniel,  received  grant  of  Cape  money  for  use  of  grammar  school  at  Rehoboth,  57. 
Sollers,  Basil,  91. 

Spectacle  Island,  for  support  of  Boston  Latin  School,  .53. 
St.  James  Academy  (Md.),  90. 
St.  John's  College,  Annapolis,  Md.,  88,  89. 
Sutton,  reservations  for  school  in  town  of,  58. 

Taylor,  Christopher,  master  of  grammar  school  at  Tinicnm  Island,  71. 
Tennessee,  academy  system  of,  95,  96,  147. 

Thomson's  Island,  for  grammar  school  in  Dorchester,  Mass.,  .54. 
Transylvania  University  (Ky.),  foundation,  98.  V 

*'    United  States,  deposit  of  183G,  applied  to  educational  purposes  in  N.  Y.,  82;  in  other  states,  82. 
Virginia  Company  of  London,  51. 

Walpole  (N.  Y.),  reservation  for  grammar  school  in,  58. 
Washington  Academy  (Md.),  89. 
Washington  Academy  (Pa.),  85. 
Washington  College  (Md.),  88,  89,  90. 

Weld,  Daniel,  received  grant  of  land  from  General  Court  of  Mass.,  .54. 
West  Nottingham  Academy,  Cecil  Co.,  Md.,  89,  90,  91,  122. 
Wickersham,  Jas.  P.,  quoted,  88. 
■^     Wisconsin  system  of  academies  of  102-104 ;'^free  high  schools  aided,  122-130;   township  high 
schools  aided,  124, 125;  manual  training  departments  encouraged,  129;  schools  of  agricul- 
ture  and   domestic    economy  encouraged,   129;   county   training  schools   for  teachers 
encouraged,  129,  130;  special  aid  to  graded  schools,  128,  129,  147. 
Williamstown  (Mass.),  lottery  granted  for  a  free  school  in,  59. 


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